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SELF STUDY REPORT (SSR)
MARCH 2015
PART- I & II
Submitted To :
National Assessment & Accreditation Council
(NAAC)
Submitted By:
NAVYUG COLLEGE FOR EDUCATION, SONEPAT
Near Suri Petrol Pump, Prabhu Nagar, Old Rohtak Road, Sonepat,
Phone No: 01304002055, 9812043187
Website : www.navyugcollege.com
Email id: [email protected]
2
CONTENTS
PARTICULARS PAGE NO. PART- I A-Profile of the Institution 3-6
B-Criterion-wise inputs 7-45
PART II: Evaluation Report
1.Executive Summary 46-47
2.Criterion-wise Analysis 48-130
Criterion-I Curricular Aspects 48-57
Criterion-II Teaching Learing and Evaluation 58-83
Criterion-III Research, Consultancy and Extension 84-91
Criterion-IV Infrastructure and Learning Resources 92-100
Criterion-V Student Support and Progression 101-112
Criterion-VI Governance and Leadership 113-125
Criterion-VII Innovative Practice 126-130 PART-III Enclosures: 131-265
3
Profile of the Institution
Name and address of the NAVYUG COLLEGE FOR EDUCATION
1
NEAR SURI PETROL PUMP, PRABHU NAGAR
Institution SONEPAT
HARYANA
2 Website URL www.navyugcollege.com
NAVYUG COLLEGE FOR EDUCATION
3 For Communication NEAR SURI PETROL PUMP,PRABHU NAGAR,
SONEPAT (Hr)
Name Tel no. & E-Mail Address
STD
Chairman:
Smt. Maya Gupta 9812043187 [email protected]
Principal:
Dr. Nand Kishor 9813266100 [email protected]
Self-aapraisal Co-ordinator
Mrs. Puja Bahl 8930259995 [email protected]
Residence
Name Tel no. & E-Mail Address
STD
Chairman:
Smt. Maya Gupta 9812043187 [email protected]
Principal:
Dr. Nand Kishor 9813266100 [email protected]
Self-aapraisal Co-ordinator
Mrs. Puja Bahl 8930259995 [email protected]
4
4. Location of the Institution:
Urban Semi-urban Rural
5. Campus area in acres: 3200 Sq. ft
6. Is it a recognized minority institution? Yes No
7. Date of establishment of the institution:
Month Year 08 2007
8.University / Board to which the institution is affiliated:
MAHARSHI DAYANAND UNIVERSITY, ROHTAK, HARYANA. 9. Details of UGC recognition under sections 2(f) and 12(b) of the UGC Act.
NA
5
10. Type of institution
a. By funding i. Government
ii. Grant –in-aid
iii. Constituent
iv. Self- financed
b. By Gender i. Only for Men
ii. Only for Women
iii. Co-Education.
c. By Nature i. University Dept.
ii. IASE
iii. Autonomous
iv. Affiliated College
v. Constituent College
vi. Dept. of Education of Composite College
vii.CTE
11. Does the University/State Education Act have provision for autonomy?
Yes No
If yes, has the institution applied for autonomy?
Yes No
6
12. Details of Teacher Education programmes offered by the institution:
Sl.
Level Programme Entry Nature of
Duration Medium of
No. / Course Qualification Award Instruction
B.Ed. UG / PG Degree 1 Year English
Secondary Level
Degree /Hindi
13. Give the details of NCTE recognition (for each programme mentioned in Q.12 above)
Level Programme Order no and date Sanctioned
Intake
Secondary/ B.Ed
NRC/NCTE/F-3/HR-831/23187-94 02/08/2007;CODE:APNO4300 dt:02/08/07 100
Total Intake 100
7
Criterion I: Curricular Aspects
1. Does the institution have a stated
Vision Yes No
Mission Yes No
Values Yes No
Objectives Yes No
2.a) Does the institution offer self-financed programme(s)? Yes No
If yes,
a) How many programmes? ONE(B.Ed.)
b) Fee charged per programme. B.Ed. 48500/-
8
3. Are there programmes with semester system?
B.Ed. No
4. Is the institution representing /participating in the curriculum development/revision
processes of the regulatory bodies? If yes, how many faculty are on the various curriculum
development / vision committees / boards of the universities / regulating authority.
Yes No
5. Number of methods/elective options (programme wise)
B.Ed 11
6. Are there any Programme offered in modular form? NO
Number NIL
7. Are there Programmes where assessment of teachers by the students has been
introduced?
Yes No Number 1
Assessment of teachers by students of course is done regularly as per the
prescribed performa.
9
8. Are there Programmes with faculty exchange /visiting faculty?
Yes No
Number 02
9. Is there any mechanism to obtain feedback on the curricular aspects from the
Heads of practice teaching schools Yes No
Academic peers
Yes No
Alumni
Yes No
Students
Yes No
Employers
Yes No
10. How long does it take for the institution to introduce a new programme within the
existing system?
One Year 11. Has the institution introduced any new courses in teacher education during the last
three years?
Yes No
10
Number NIL
12. Are there courses in which major syllabus revision was done during the last five Years?
Number
13. Does the institution develop and deploy action plans for effective implementation of
the curriculum?
Yes
14. Does the institution encourage the faculty to prepare course outlines?
Yes No
2
11
Criterion II: Teaching –Learning and Evaluation 1. How are students selected for admission into various courses?
a) Through an entrance test developed by the institution
b) Common entrance test conducted by the university/ Government
c) Through an interview
d) Entrance test and interview
e) Merit at the qualifying examination
f) Any other 1. Furnish the following information (for the previous academic year)
B.Ed
a) Date of Start of academic year 08/09/2014
b) Date of last admission 06/09/2014
c) Date of closing of academic year 15/06/2015
d) Total teaching days 187
e) Total working days 200
12
3. Total number of students admitted (2013-14)
Number of
Reserved
Open
Programme
students
M F Total M F Total M F Total
B.Ed. 10 89 99 01 17 18 09 72 81
4. Are there any overseas students? No
If yes, how many?
5. What is the unit cost of teacher education programme? ( Unit cost= total annual
recurring expenditure divided by the number of students/ trainees enrolled)
For B.Ed.
a) Unit cost excluding salary component 12280/-
b) Unit cost including salary component
47320/-
6. Highest and Lowest Percentage of marks at the qualifying examination considered for
admission during the previous academic session
Programs Open Reserved SC/ST
Highest (%) Lowest (%) Highest (%) Lowest (%)
B.Ed. (2014-15) 83.7 50 76.9 52
13
7. Is there a provision for assessing students’ knowledge and skills for the programme
(after admission)?
Yes No
8. Does the institution develop its academic calendar?
Yes No 9. Time allotted (in percentage)
Practice Teaching
Programmes Theory (Including pre - Practicum
practice teaching
days)
B.Ed. 55 25 20
10. Pre-practice teaching at the institution
a) Number of Pre-practice teaching days allotted by the
Institution 26
b) Minimum number of pre-practice teaching lessons given by each student.
26
14
11 Practice Teaching at School
a)
Number of schools identified for practice teaching 0 4
b) Total number of practice teaching days
2 0
C)
Minimum number of practice teaching lessons given by each student 4 0
12. How many lessons are given by the student teachers in simulation and pre-
practice teaching in classroom situations?
No. of Lessons No. of Mega in Micro 10 Lessons 10 Teaching (Simulation)
No. of Discussion Lesson 03 13. Is the scheme of evaluation made known to students at the beginning of the academic
session? Yes No
14. Does the institution provide for continuous evaluation?
Yes No
15
15. Weightage (in percentage) given to internal and external evaluation. Programmes Internal External
B.Ed. 20.00 % 80.00%
16. Examinations
a) Number of sessional tests held for each paper
0 2
b) Number of assignments for each paper
0 2
17. Access to ICT (Information And Communication Technology)
and Technology
Yes No
Computers Intranet
Internet
Software/courseware(CD`s)
Audio resources
Video resources
Teaching Aids and other related materials
Any other(specify) LCD & OHP
16
Criterion III: Research, Consultancy and Extension 1. Number of teachers with Ph.D. and their percentage to the total faculty strength.
2. Does the Institution have ongoing research projects?
Yes No
If Yes, provide the following details on the ongoing research projects
Funding agency Amount (Rs) Duration(Years) Collaboration, if any
- - - - 3. Number of completed research projects during last three years.
NIL
Number 02 Percentage 25%
17
18 Are there courses with ICT enabled teaching-learning process?
Yes No
Number
2
19 Does the institution offer computer science as a subject?
Yes No
If yes, is it offered as a compulsory or optional paper?
Compulsory Optional
18
4. How does the institution motivate its teachers to take up research in education? (Mark
for positive response and for negative response) Teachers are given study leave Teachers are provided with seed money Adjustment in teaching schedule Providing secretarial support and other facilities Any other (Incentive granted for acquiring additional research degree)
5. Does the institution provide financial support to research scholars?
Yes No
6. Number of research degrees awarded during the last 5 years.
M.Phil. NIL
7. Does the institution support student research projects (UG&PG)?
Yes No
19
8. Details of the publications by the faculty (Last five years)
Yes No Number
International Journals - -
National Journals
Referred Papers
-
Non-referred Papers
Academic articles in reputed magazines / news - -
Papers
Books - -
Any other (Specify and indicate) - - -
9. Are there awards, recognition, patents etc received by the faculty?
Yes No
Number 1
10. Number of papers presented by the faculty and students (during last five Years):
Presented Participated Staff Students Staff Students
National Seminars 20 - 10 -
International Seminars - - - -
Academic Forum - - - -
20
11. What types of instructional materials have been developed by the Institution?
(Mark for Yes and for No.)
Self-instructional materials Print Materials
Non Print Materials Digitalized (Computer aided instructional materials)
Question Bank
12. Does the institution have a designated person for extension activities?
Yes
No
If yes, indicate the nature of the post.
Full –time Part-time Additional charge
13. Are there NSS and NCC programmes in the institutions?
Yes No
14. Are there any other outreach programmes provided by the institution?
Yes No
21
15. Number of other curricular / co-curricular meets organized by other academic agencies /
NGOs on campus
2
16. Does the institution
consultancy services?
Provide
Yes
No
In case of paid consultancy what is the net amount generated during last three years.
Only free consultancy is provided 17. Does the institution have networking / linkage with other institutions / organizations?
Local level
State level
National level
International level -
22
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area
1460.85Sq. ft 2. Are the following laboratories been established as per NCTE Norms?
a) Methods Lab Yes
b) Psychology Lab Yes
c) Science Lab Yes
d) Educational Technology Lab Yes
e) Computer Lab Yes
f) Workshop for preparing teaching aids Yes
No No No No No No
3. How many Computer terminals are available with the institution?
26 4. What is the Budget allotted for computers (purchase and maintenance) during the
previous academic year?
NIL 5. What is the Amount spent on maintenance of computer facilities during the previous
academic year?
12560
23
6. What is the Amount spent on maintenance and upgrading of laboratory facilities during
the previous academic year?
35884 /- 7. What is the Budget allocated for campus expansion (building) and upkeep for the
current academic session/financial year?
26465/- 8. Has the institution developed computer-aided learning packages?
Yes No
9. Total number of posts sanctioned
Open Reserved
Male Female Male Female
Teaching 4 4 - -
Non Teaching 4 2 - -
Administrative 3 - - -
10. Total number of posts vacant Nil
24
11. a. Number of regular and permanent
teachers: (Gender –wise)
Open Reserved
Lecturers
M F M F
All are regular, full time and
4 4 - -
M F M F
Permanent Readers
- - -- --
Professors
M F M F
- - -- --
b. Number of temporary/ad-hoc/part-time teachers (Gender –wise) Nil
Open Reserved
Lecturers
M F M F
- -
- -
Readers
M F M F
- -
- -
Professors M F M F
- - - -
c. Number of teachers from same state 7
other states 1
25
12. Teacher student ratio (program-wise)
Programme Teacher student ratio
B.Ed 1:14
13. a. Administrative staff
Open Reserved
Permanent
M F M F
2 1 - -
Temporary M F M F
- - - -
b. Technical Assistants
Open Reserved
Permanent
M F M F
2 - - -
Temporary
M F M F
- - - -
14. Ratio of Teaching – non - teaching staff
1:1 15. Amount spent on the salaries of teaching faculty during the previous academic
session (% of total expenditure)
As per audit report enclosed
26
16. Is there an advisory committee for the library?
Yes No
17. Working hours of the Library
On working days 7 hrs.
On holidays
2 hrs.
During examinations 7 hrs.
18. Does the library have an open access facility
Yes
No
27
19. Total collection of the following in the library
a. Books 4496
3663
586
247
3
8
-
e. Back Volumes of journals
f. E-information resources
-Online journals NIL
-CDs/ DVDs 90
-Databases
-
-Videocassettes 25
-Audio cassettes 20
-Textbooks
-Reference books
-General books
b. Magazines
c. Journals subscribed
- Indian journals - Foreign journals
d. Peer reviewed journals
28
20. Mention the
Total carpet area of the Library
1120 Sq. Ft
Seating capacity of the Reading room 80
21. Status of automation of Library
Yet to intimate
Partially automated
Fully automated
22. Which of the following services/facilities are provided in the library?
Circulation
Clipping
Bibliography Compilation
Reference
Information Display & Notification
Book Bank
Photo Copying
Computer and Printer
Internet
Online Access Facility
x
Inter library Borrowing
x
Power Backup
User Orientation / Information literacy
29
23. Are students allowed to retain books for examinations?
Yes
No
24. Furnish information on the following
Average number of books issued/returned per-day Maximum
number of days books are permitted to be retained
By students
By faculty
Maximum number of books permitted for issue By students
By faculty
Average number of users who visited/consulted per month
Ratio of library books (excluding textbooks and Book bank facility) to the number of students enrolled.
40
14 Full Session 4
As per need
200
36:1
25. What is the percentage of library budget in relation to total budget of the institution?
0.7
30
26. Provide the number of books /journals/periodicals that have been added to the library
during the last three years and their cost.
Year 2011-12 2012-13 2013-14
Categories Number
Total cost Number
Total cost Number
Total cost
(in Rs.) (in Rs.) (in Rs.)
135 15214
Text books 90 12600 150 41500
Reference 50 15560 44 15552 10 2860
books
Journals / 10 3250 10 3350 10 3850
periodicals
General 48 5380 17 6460 11 1400
books
31
Criterion V: Student support and progression 1. Programme wise “dropout rate” for the last three batches
Programmes 2011-2012 2012-2013 2013-2014
B.Ed. 2 2 2
2. Does the institution have the tutor-ward/any similar mentoring system?
Yes No
If yes, how many students are under the care of a mentor/tutor?
25 3. Does the institution offer Remedial instruction?
Yes No
4. Does the institution offer Bridge course?
Yes No
32
5. Examination results during past three years (provide year wise data)
B.Ed.
Year 2011-2012 2012-2013 2013-2014
Pass Percentage 94% 96% 96%
Number of first 67 94 85
classes
Number of 04 07 05
distinctions
Exemplary The award of University Ranks for performances the B.Ed Degree examination
6. Number of students who have passed competitive examinations during the last three
years.
I II III
CTET
30 32 20
HTET
35 40 38
7. Mention the number of students who have received financial aid during the past three
years.
Financial Aid 2009-2010 2010-2011 2011-2012
Merit Scholarship - - -
Fee concession 1 0 1
Loan facilities - - -
SC/ST/OBC Student by - - -
Goverment
8. Is there a Health Centre available in the campus of the institution?
Yes No
33
9. Does the institution provide Residential accommodation for
Faculty Non-teaching staff
No
No
10. Does the institution provide Hostel facility for its students?
Yes No
If yes, number of students residing in hostels
Men
Women
- -
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields Yes No
Indoor sports facilities Yes No
Gymnasium Yes No
34
12. Availability of rest rooms for Women
Yes
No
13. Availability of rest rooms for men
Yes
No
14. Is there transport facility available?
Yes No 15. Does the Institution obtain feedback from students on their Campus experience?
Yes No 16. Give information on the Cultural Events (Last year data) in which the institution
participated/organized.
Organised Participated
Yes No Number Yes No Number
Inter-collegiate -- -- -- --
Inter-university -- -- -- --
National -- -- -- --
Inter Institutions -- -- -- --
Cultural Programme
35
17. Give details of the participation of students during the past year at the university,
state, regional, national and international sports meets.
Participation of students Outcome
(Numbers) (Medal achievers)
State - -
Regional
Edufest Quiz
15 (3rd Position)
National
Youth Festival
No No
International - -
Inter Institutions --
Tournament -
18. Does the institution have an active Alumni Association?
Yes
No
If yes, give the year of establishment
2011 19. Does the institution have a student Association/Council?
Yes No
36
20.Does the institution regularly publish a college magazine?
21. Does the institution publish its updated prospectus annually?
22. Give the details on the progression of the students to employment / further study (Give
percentage) for last three years
2011-2012 2012-2013 2013-2014 (%) (%) (%) Higher studies 55 60 48
Employment (total) 74 74 85
23. Is there a placement cell in the institution?
Yes No
If yes, how many students were employed through placement cell during the past
three years.
2010-2011 2011-2012 2012-2013
10 13 16
24. Does the institution provide the following guidance and counseling services to students?
Yes No
Academic guidance and counseling
Personal Counseling
Career Counseling
Yes No
Yes No
37
Criterion VI: Governance and Leadership 1. Does the institution have a functional Internal Quality Assurance Cell (IQAC)or
any other similar body/ committee?
Yes No
2. Frequency of meetings of Academic and Administrative Bodies:( last year)
Governing Body/Management Two in year
Staff Council One in month
IQAC/or any other similar body/committee Two in year
Internal Administrative Bodies contributing to quality As and when
improvement of the institutional processes. required
3. What are the Welfare schemes available for the teaching and non-teaching staff of the
institution?
Yes No
Loan Facility
Medical Assistance
Insurance
Other Welfare Schemes
4. Number of career development programmes made available for non-teaching staff
during the last three years.
2
38
5. Furnish the following details for the past three years
a) Number of teachers who have availed the Faculty Improvement Program of
the UGC/NCTE or any other recognized organization.
Nil
(Staff of self financing colleges are not eligible for FIP’s)
b) Number of teachers who were sponsored for professional development
programmes by the institution
National 03
International
0
c) Number of faculty development programmes organized by the institution:
2
d) Number of seminars / workshops / symposia on Curricular development, Teaching
–Learning, Assessment, Etc., organized by the institution
Seminar 3
Workshop 1
e) Research Development programmes attended by the faculty
Nil
39
f) Invited /endowment lectures at the institution 6
Any other area (specify the programme and indicate) Nil Staff Training Programs
6. How does the institution monitor the performance of the teaching and non-teaching staff?
a. Self-appraisal Yes No
b. Student assessment of faculty performance
Yes No
c. Expert assessment of faculty performance
Yes No
d. Combination of one or more of the above
Yes No
e. Any other (specify and indicate )
Yes No ( By analyzing Students University Results, Principals assessment on
faculties )
40
7. Are the faculty assigned additional administrative work?
Yes No If yes, give the numbers of hours spent by the faculty per week
2 hours per staff on an average. 8. Provide the income received under various heads of the account by the institution for
previous academic session.
Grant - in – Aid NIL
Fees
4840000/-
Donation
NIL
Self - Funded Courses
NIL
41
9. Expenditure statement (for last two years)
2012-13 2013-14
Total sanctioned budget 100 100
% Spent on the salary of faculty 41.94 37.41
% Spent on the salary of non-teaching employees 18.62 15.70
% Spent on books and journals 1.04 0.70
% Spent on developmental activities (expansion of - -
building)
% Spent on telephone electricity and water 1.51 1.52
% Spent on maintenance of building, sports facilities, 2.87 4.75
hostels, residential complex and student amenities, etc
% Spent on maintenance of equipment, teaching aids 0.13 0.14
contingency etc,
% Spent on research and scholarship (seminars, 0.06 0.03
conferences, faculty development programs, faculty
exchange, etc.)
% Spent on travel 1.15 1.13
Any other 23.06 22.97
Total expenditure incurred 90.40 84.21
Audited balance sheet & income & expenditure A/C receipt & Payment A/C, is enclosed herewith
10. Specify the institutions surplus/deficit budget for the last three
years? (Specify the amount in the applicable boxes given below)
Surplus in Rs. Deficit in Rs.
2009-10 - ---
2010-11 - ---
2011-12 - ---
42
11. Is there an internal financial audit mechanism?
Yes No 12. Is there an external financial audit mechanism?
Yes No 13. ICT /Technology supported activities /units of the institution:
Yes No
Administration
Finance
Student Records
Career Counseling
Aptitude Testing
Examination / Evaluation
Assessment
Any other (specify and indicate)
{seminars and conferences}
14. Does the institution have an efficient internal co-ordinating and monitoring mechanism?
Yes No
15. Does the institution have an inbuilt mechanism to check the work efficiency of the
non-teaching staff?
43
Yes No
16. Are all the decisions taken by the institution during the last three years approved by
a competent authority?
Yes No
17. Does the institution have the freedom and the resources to appoint and pay
temporary/adhoc/guest teaching staff?
Yes No 18. Is a grievance redressal mechanism in vogue in the institution?
a) for Teachers
b) for Students
c) for non-teaching staff
19. Are there any ongoing legal disputes pertaining to the institution?
Yes No
20. Has the institution adopted any mechanism/process for internal academic audit
/quality checks?
Yes No 21. Is the institution sensitized to modern managerial concepts such as strategic
planning, teamwork, decision-making, computerization and TQM?
Yes No
44
Criterion VII : Innovative practices 1. Does the institution has an established Internal Quality Assurance Mechanism?
Yes No 2. Do students participate in the Quality Enhancement of the Institution?
Yes No
3. What is the percentage of the following student categories in the institution?
B.Ed. 2014-15
Category Men % Women %
a SC 1 1 5 5
b ST - - - -
c OBC 2 2 23 23
d Physically challenged - - - -
e General category 7 7 62 62
4. What is the percentage of the staff in the following category?
Category Teaching staff % Non-teaching staff %
A SC 3 50
b ST
c OBC
d Women 4 50 2 33
e Physically Challenged
f General Category 8 100 3 50
45
4. What is the percentage incremental academic growth of the students for the
last two batches?
B.ED. Category At Admission On completion of the course
2012-2013
2013-2014
2012-2013
2013-2014
SC Out of - 10 Out of - 5 Out of - 10 Out of - 5
I Class - 6 I Class - 1 I Class - 10 I Class - 5
II Class - 4 II Class –3 II Class - II Class -
III Class - ---- III Class - 1 III Class - III Class -
ST Out of - Out of - Out of - Out of -
I Class - I Class - I Class - I Class -
II Class - II Class - II Class - II Class -
III Class - III Class - III Class - III Class -
OBC Out of - 5 Out of - 13 Out of - 5 Out of - 13
I Class - 2 I Class - 6 I Class - 5 I Class - 13
II Class - 3 II Class - 7 II Class - II Class -
III Class - III Class - III Class - III Class -
Physically Out of - Out of - Out of - Out of -
challenged I Class - I Class - I Class - I Class -
II Class - II Class - II Class - II Class -
III Class - III Class - III Class - III Class -
General Out of - 85 Out of - 80 Out of - 85 Out of - 80
Category I Class - 62 I Class - 48 I Class - 83 I Class - 73
II Class - 23 II Class - 32 II Class - 02 II Class - 7
III Class - III Class - III Class - III Class -
46
Executive Summary
NAVYUG COLLEGE FOR EDUCATION, SONEPAT was established in the year 2007 under the
S.S.Memorial Shiksha Samiti. The society has constructed a spacious building as per statutory norms
laid by the NCTE and affiliating University. The vision of this institution is to build an enriched
socially responsible citizens and leaders through quality higher education. The college is a self-
financed institution approved by NCTE and affiliated to Maharishi Dayanand University, Rohtak.
The institution is located at Rohtak Road,behind Suri Petrol Pump at the distance of about 1.5 km
from sonepat railway station in a sprawling campus .The institution has sprawling grassy lawns,
spacious playgrounds, a well equipped library, Psychology lab, ICT lab, Computer lab, Science lab,
language lab, Art & Craft room, Seminar room, Sports room, separate well furnished common room
for boys and girls, staff room and spacious airy and ventilated class room.
It has been globally realized that universalization of Teacher Educators could perhaps be possible
only with active community cooperation. It is, therefore, quite important for teacher education to
motivate teacher trainees that they have a great role to play in developing a wholesome relationship
between the school and the community through their initiative and commitment.
The college organizes a number of activities for the development of students and the staff. The
institution provides costumes and equipment to the participants during cultural festivals. Every year
student teams from the college have been participating in the youth festival organized by
M.D.Universty, Rohtak.
The institution has a well developed network with the practice teaching schools. All important issues
concerning quality teacher education like, adequacy of curriculum, transaction of curriculum, specific
problems of students and teachers, integration of ICT in teaching learning, inculcation of values like
citizenship etc, are discussed by organizing periodical meetings with the heads and subjects teachers
of these schools. They are also invited to deliver model lessons and extension lecturers and are also
invited as external examiners in skill-in teaching examination. In addition to the co-curricular
47
activities the institution organizes national level, state level seminars, and workshops on current
issues. Inter college and inter house activities are a regular features.
We have completed seven academic years of successfully running B.Ed programme. Our college has
shown consistently good academic results and our students have bagged high positions in co-
curricular activities including inter-college competitions and youth festivals. Our strength is the state
of the art infrastructure coupled with experienced qualified and dedicated faculty. All faculty
members are UGC NET qualified. Two faculty members are Ph.D.
The institution has clearly stated purpose, vision, motto, mission, objectives and values. With these
in mind we are moving towards excellence through the whole hearted support and guidance of our
management and the zeal of our dedicated and qualified staff.
It is our earnest hope that the NAAC assessment and accreditation will prove out to be a milestone in
this journey towards excellence.
48
CRITERION I
CURRICULAR ASPECTS
1.1 CURRICULAR DESIGN AND DEVELOPMENT
1. State the objectives of the institutions and the major considerations addressed by them?
(Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self development,
Community and National Development, Issue of ecology and environment, Value Orientation,
Employment, Global trends and demands, etc.)
OURVISION:
Our college aims at the integral formation of prospective teachers to empower student-teacher to
become responsible citizens and agents of social transformation.
Objectives of the Institution:
To inculcate proper value systems such as brotherhood, social, justice, dignity of labour and
patriotism in student-teacher.
To help them excel in communication.
To provide opportunities to enhance their self-concept and gain self-confidence.
To form as inspiring and effective leaders.
To enable the student-teachers to apply the knowledge of educational psychology in their
teaching-learning process.
To integrate the ICT‟s in teaching –learning.
To foster unity irrespective of their socio-economic and cultural disparities.
To help them develop an analytic, synthetic, logical and critical mindset which enables them
to face the hard reality of life and to initiate the desirable social transformation?
To encourage extensive reading and to develop their creative self-expression.
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To help the student-teachers become integrated persons through harmonious development of
physical, intellectual, emotional, social, moral and spiritual powers.
To produce committed, competent, creative, compassionate and conscientious,‟ human
engineers‟ as men and women for others.
To facilitate them to interact and work together, and thus to develop Gender sensitivity.
The college has academically qualified and experienced principal with the band of dedicated teacher
educators to form and train the student-teacher for the 21st century.The college has a placement cell
for providing better employment opportunities to the student-teachers. It offers training on various
aspects related to employment such as workshop on resume preparation, how to face recruiting panel,
orientation on job opportunities across the world and interactions with the teacher education, teachers
and trainees so that the student- teachers become aware of the global trends and demands.
2. Specify the various steps in the curricular development processes. (Need assessment,
development of information database pertaining to the feedback from faculty, student-teachers,
alumni, employers and academic experts, and formalizing the decisions in statutory academic
bodies)?
The university board of studies for education decides the curriculum. It is mandatory for all colleges
to follow the syllabus prescribed by M.D.U Rohtak. Within the frame work of the university
syllabus, the college tries to enrich the contents in both aspects, knowledge, skills and co-curricular
aspects in consultation with the academic experts, alumni, parents/spouses and employers. The
college further organises various extension lectures, seminars, workshops for enrichment of
knowledge of teachers trainees as well of teacher educators.
3. How are the global trends in teacher education reflected in the curriculum and existing courses
modified to meet the emerging needs?
The present curriculum in teacher education is based on the global trends, specially focussed on
training to deal with the child centred education and covering all foundation of education such as
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philosophy, psychology, sociology and technology. Present curriculum has incorporated in itself
various global issues such as gender sensitivity, modernization, privatization and globalization.
In 2011, the curriculum was modified and paper IV B, Inclusive education has been introduced
separately to cater to the needs of the changing society.
In addition to the above curricular aspects, in order to equip the students to face the challenges of
globalization they are given exposure to global trends in teaching learning through pre-recorded CD‟s
and DVD‟s prepared by NCERT.
4. How does the institution ensure that the curriculum bears some thrust on national issues like
environment, value education and ICT?
The curriculum prescribed by the university includes subjects like ICT, ICTE & environmental
education.
In addition to the above:
1. Students are taken on visit to botanical garden and given information regarding ecology and
environment.
2. Students are encouraged to plant trees and maintain the college garden.
3. Rallies are also organised by teacher trainees themselves, to create awareness on the issues of
environment, global warming etc. These teacher trainees also boost up the society to protect the
environment.
4. Activities like slogan writing competition, poster making competition, debates and declamations on
various current issues concerning environment, value inculcation, women education & empowerment
continue throughout the academic year.
5. All national days are celebrated in the college.
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6. Value orientation is done through morning assemblies and various extension lectures are also
organised from time to time to do the same.
5. Does the institution make use of ICT for curricular planning? If yes, give details.
Yes, the institution makes use of ICT in curricular planning in the following ways.
1. There is a well equipped computer lab with 26 computers in it. Students have been provided
access to computers during and after college hours and they are trained to make presentations and use
electronic resources for teaching learning.
2. Unlimited internet facility is provided, which is used by the faculties and the student teachers for
effective planning and implementing various curricular and co-curricular activities.
3. There is an elective theory paper in the curriculum viz, computer education.
4. Faculty uses the computers to teach their classes through LCD projectors
ACADEMIC FLEXIBILITY
1. How does the institution attempt to provide experience to the student-teachers so that
teaching becomes a reflective practice?
There is ample scope for the student community by the following ways: class seminars,
Prepapractice teaching,Demonstration classes, Micro Teaching sessions, Models of Teaching classes,
Teaching practice, Guest Lectures, Workshops and role play to get benefit from all the activities done
in the college to make a reflective practice.
2. How does the institution provide for adequate flexibility and scope in the operational
curriculum for providing varied learning experiences to the student-teachers both in the
campus and in the field?
1. An academic calendar containing the tentative schedule of activities is prepared. This calendar has
scope for flexibility.
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2.Time-table is framed in such a way there is ample time for all the co-curricular activities that
provide rich and varied experiences. Adjustments are done in time-table for extension lectures visits
to important places like orphanage etc.
3. Student-teachers visit the special schools for the visually challenged and hearing impaired so that
they become aware of the importance of inclusive education.
4. Students initiatives in various worthwhile dimensions are supported by providing them the funds
and time to pursue those tasks e.g. if they wish to do beautification of college campus, any Nukkad
Natak, some action research projects etc.
5.The institution offers varied learning experiences like cultural competitions, sports and games,
extension programmes among villagers and slum dwellers, workshops on making creative articles etc.
III B options are provided.
3. What value added courses have been introduced by the institution during the last three years?
Which would for examples: Develop communication skills (verbal & written), ICT skills, Life skills,
Community orientation, Social responsibility etc.
1. The college from time to time conducts personality development programmes for the students.
2. Pupil teachers are effectively trained in the linguistic skills to improve verbal and written
communication.
3. Rallies and Nukkad Natak are organised and performed on social evils prevalent in the society to
make the society aware of its responsibility to remove such evils from society.
4. Every year the students are given training in the first aid. Members of the Red Cross Society &
Rotary Club visit the college and provide training to the students.
5. Development of communication skills is done through seminars, group discussion, debates and
conducting morning assembly by students themselves.
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4. How does the institution ensure the inclusion of the following aspects in the curriculum?
1. Interdisciplinary/Multidisciplinary
1.The curriculum and syllabus of B.Ed is based on different foundations of education viz. Philosophy,
Psychology, ICT, inclusive education etc, which themselves are very closely related to each other and
these are basically based on life skills. The institution offers eleven school teaching subjects as
optional subjects and all the students teachers actively participate in all the curricular, co-curricular
and extra-curricular programmes offered by the institution as well as by the other department clubs.
II. Multi-skill development
1. To ensure the overall development the following programmes are offered: Spoken English
Training, First Aid Training, Art & Craft workshops
2. Students are provided opportunities like talent search programmes, dance competition, poetic
recitation, slogan writing so that they can portray and enhance their skills.
3. Students are guided and motivated to participate in various events organised at state and national
levels like zonal and inter zonal youth festivals.
III. Inclusive education
The differently-abled students are always welcomed with the normal students. The college offers
lectures on „Prespective in Special Education‟ to educate the student-teachers on the various types of
disabilities and the teaching-learning strategies in special education. Special lectures are arranged on
„Learning Disabilities‟.Movies related to special education such as „TAARE ZAMEEN PAR‟,
„BLACK‟, „PAA‟ and some important documentary movies are screened to reate awareness on
disabilities and eradicate the existing misconception regarding disabilities and special children.
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IV. Practice teaching
Practice teaching is an important part of teacher training. It is ensured that teaching methodology is
followed by all students irrespective of their subject proficiency. New methods, techniques and
innovative ideas are being incorporated by the students during the practice teaching sessions. Teacher
educators demonstration classes and peer teaching further strengthen the teaching competency of the
student teachers. Their teaching competency is assessed by the respective teacher educators.
V.School experience/intership
Our student-teachers are accommodated in reputed government and private schools for a period of 20
working days. The trainees discuss and receive the units for teaching in the consultation with their
respective mentors and the heads of the school. Then the required number of units is well planned
and prepared with appropriate instructional materials. At the beginning of the teaching practice, the
trainees observe a few classes of the senior teachers to gain confidence in real time class teaching.
During the teaching practice, they work on the school based records such as case study and action
research. Periodically they receive feedback from their mentors and the heads of the school.
VI. Work experience/SUPW
The college has provision of following work experience in the time table:-
1. Preparation of teaching aids.
2. Knowledge of ICT
3. Rallies on social issues
4. Scout & guide camp
5. Visits to institutions of disadvantaged
The college also organises various workshops and exhibitions like Art & Craft exhibitions and Art
Workshops to train students to make many useful products. The student-teacher are involved in
campus cleaning and maintaining the college garden periodically.
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1.2 FEEDBACK ON CURRICULUM
1. How does the institution encourage feedback and communication from the student-teachers,
Alumni, Employers, Community, Academic peers and other stakeholders with reference to the
curriculum?
For academic performance, the college does have a conventional system of feedback from students
through feedback forms.
Formal feedback from alumni is solicited during their annual get-together.
Informal feedback is received from parents and spouses.Besides this, Community and other
stakeholder‟s feedbacks are taken in the form of written suggestion.
The college has also provided a suggestion box in the college where students give can write up their
suggestion regarding this aspect too.
Interaction with academic peers during knowledge exchange programmes (seminars, workshops, and
consultancy and special talks)
2.Is there a mechanism for analysis and use o the outcome from the feedback to review and indentify
areas for improvement and the changes to be brought in the curriculum? If yes, give details on the
same.
The collected feedback forms are analyzed and discussed in the staff meetings for identifying the
areas for improvement. The conclusions of such staff meetings are discussed with the management
and necessary modifications are made with purposeful actions plans. Since the last two sessions, the
college has adopted the following modifications in curriculum transaction:
Co-operative teaching learning activities.
More emphasis on co-curricular activities.
ICT based teaching learning process.
Seminars presentation by student teachers at regular intervals.
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3. What are the contributions of the institution to curriculum development? (Member of BoS/ sending
timely suggestions, feedback,etc.)
Since the College is an affiliated college, there is no scope in this aspect.
1.4 CURRICULUM UPDATE
1. Which courses have undergone a major curriculum revision during the last five years? How did
these changes contribute to quality improvement the student satisfaction? (Provide details of only the
major changes in the content that have been made).
Changes have been made in TLP (Teaching Learning Process) and additions have been made in
Models of Teaching and micro skills by the University, according to the emerging needs and trends of
Teaching Learning Process for quality improvement. Such changes in the syllabus make the students
aware of recent advancements in Educational Technology and thus result in student satisfaction.
Board of studies has also introduced some changes in division of Internal & External marks of B.Ed.
courses.
2. What are the strategies adopted by the institution for curriculum revision and update? (Need
assessment, student input, feedback from practicing school etc.)
The need of the student-teachers is assessed by the principal and the staff members by maintaining
students‟ profile. Part time counselors of the college help the student-teachers based on the needs
assessment. The Alumni, the staff of the practicing schools and student-teachers feedback and
suggestions are considered for updating the curriculum.
1.5 BEST PRACTICES IN CURRICULAR ASPECTS
1. What is the quality enhancement measure undertaken by the institution during the last five years in
curricular aspects?
The institution has three key indicators of quality sustenance: Student Council, IQAC and Governing
Body of the institution.
Video graphing micro-teaching and macro-teaching.
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Formative evaluation.
Students and staff enrichment programmes
Staff orientation: Vision, Mission and Strategies,
2. What innovations/best practices in „Curricular Aspects‟ have been planned/implemented by the
institution?
Self-awareness and personality development workshop is conducted at the beginning of the
academic year to promote self acceptance and self-confidence among the student-teachers.
Conducting G.K Test, Quiz and Linguistic Skill Test.
Video graphed teaching screened with proper feedback makes the students develop the
teaching competency.
Field visits related to different subject clubs strengthen their learning experiences.
Innovative and thought provoking assembly followed by open forum is conducted by the
various houses framed in the college.
Paper presentation by teacher educators on current educational issues.
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CRITERION II
TEACHING-LEARNING AND EVALUATION
2.1 ADMISSION PROCESS AND STUDENT PROFILE
2.1.1 Give details of the admission processes and admission policy (criteria for admission,
adherence to the decisions of the regulatory bodies, equity, access, transparency, etc.)Of the
insititution?
Admission Process for B.Ed Course
Admission in B.Ed course are conducted and regulated by the joint venture of three universities viz,
M.D.U, Rohtak, K.U.K, Kurukshetra and C.D.L.U, Sirsa. And every year one among the above said
universities is given authority to conduct admissions online.
In the session 2014-15, the Additional Chief Secretary to Govt. of Haryana, Higher Education
Department, Chandigarh has declared the M.D.U. Rohtak as competent authority to conduct state
level centralized counselling for the admission to B.Ed course (regular) in colleges of education
situated in the state of Haryana.
Criteria for Admission
Merit for admission to B.Ed course is determined on the basis of marks obtaining in the qualifying
examination.
Candidates with at least 50% marks either in the bachelor degree or in the master‟s degree or any
other qualification recognised as equivalent thereto are eligible for admission to the programme. In
case of SC/ST candidates of Haryana state, eligibility for admission is 45%. For blind / persons with
disabilities and visually / hearing impaired candidates also, eligibility is 45%. In case, a candidate has
passed the master degree examination after bachelor degree, the higher percentage of marks obtained
in either of the two will be taken into consideration while preparing the merit. The institution strictly
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implements the admission procedure and fees structure notified by the admission regulatory bodies
i.e. M.D.U, Rohtak.
Role of College Admission Committees
As per the instructions laid down by the university, the college frames admission committee, which
has one convener and two lecturers as members. The committees go through all the relevant updates
of instructions, norms and rules published, issued and circulated by M.D.U, Rohtak. The hand book
of information for admission in B.Ed is considered as reference and reliable source alongwith the
above circulars. The members of the committee verify the documents of the candidate at the time of
reporting for admission, by comparing with the original certificates against which candidate has been
allotted seat by the university.
2.1.2 How are the programs advertised? What information is provided to prospect students about
the programs through the advertisements and prospectus or other similar material of the institution?
The authorized university out of the three participating universities i.e. M.D.U, Rohtak; K.U.K,
Kurukshetra and CDLU, Sirsa; issues a notification in various newspapers are regarding the conduct
of admission to B.Ed course. Prospectus is made available through online mode. The authorised
university displays the college names and the intake capacity of the college on the university website;
for the students to select their choice.
All advertisements in media make clear the location of the college, seats available, salient features of
the institution etc.
2.1.3 How does the institution monitor admission decisions to ensure that the determined admission
criteria are equitably applied to all applicants?
The institution has specific admission committee to monitor admission decisions. This committee
maintains the record of relevant information and decisions and orders of competent authorities i.e.
NCTE, SCERT, UGC and M.D.U, Rohtak.
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It has been the prime concern and focus of the admission committee that the determined admission
policies and procedures must be equitably applied to all the applicants. In this direction, all the
information and decisions regarding admission procedure and fees are displayed on the college notice
board and an information centre, counselling hall for admission in B.Ed has been in practice since its
first session to facilitate the students. Information centre remains active from 9:00 am to 5pm during
the admission process.
So in this way the institution effectively and whole heartedly monitors admission decisions to ensure
that the determined admission criteria are equitably applied to all the applicants.
2.1.4. Specify the strategies if any, adopted by the institution to retain the diverse student population
admitted to the institution (E.g. individuals of diverse economic, cultural, religious, gender, linguistic,
backgrounds and physically challenged).
As mentioned earlier, admission is based on merit of marks obtained in the qualifying examination
and is done through counselling. As far as admission of candidate is concerned, the institution follows
the policy of the state government and affiliating university for the diversity in economic, cultural,
religious, gender and linguistic backgrounds.
The institution has a privilege of its location, that‟s why its students have diverse backgrounds. The
student teachers from different economic, cultural, religious, linguistic backgrounds and physical
challenges enjoy their individuality in harmony of great diversity in institution‟s academic
environment. The following strategies are in vogue for the great cause:
Physically challenged students are provided with the wheelchair facility. They get a
supportive environment in every curricular and co-curricular activity. They are engaged in
cultural events to boost their morale.
Religious festivals and events are celebrated by student teachers for integration of their faiths
and beliefs. Every student is encouraged to share and represent his / her culture in various
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cultural activities and morning assemblies. Diwali and Christmas are celebrated in the
institution. The educational tours prove to be successful ventures in this direction.
The college has a women education encouraging and endorsing environment. The female
student teachers are being ensured that they have their voice to share and raise the issues
regarding any campus experience with girl student advisor, women cell in charge and their
concerned tutors.
Institution has a conductive academic environment for the expression, joyful study and
celebration of life for the female student teachers through various cultural and co-curricular
activities.
The female student teachers are encouraged to participate in the inter college competitions
organized by different colleges of education in Haryana. The team of girl students is always
accompanied by a female teacher in charge and their T.A. and D.A. and registration fees are
paid by the institution.
The linguistic diversity has been facilitated in teaching learning process by educating through
both medium Hindi and English. There is an equal respect and attitude towards various
languages and dialects of the students. The teacher educator takes care of their emotional
attachment to the languages and dialects so that students feel comfortable in a learning
friendly environment.
2.1.5 Is there a provision for assessing student‟s knowledge / needs and skills before the
commencement of teaching programmes? If yes, give details on the same.
Yes, the institution has following provisions for assessing student‟s knowledge / needs and skills
before the commencement of teaching programmes:
1. Orientation Programme :
Every academic session begins with the orientation programme. The teacher educators
introduce the nature and structure of teaching subject options to the students. The student-
teachers have an opportunity in the programme to share their views, to make queries and
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discuss their point of view regarding the course structure and schedule. In this programme, an
intimate and cordial relationship develops between student- teachers and teachers. It facilitates
the institution to judge the knowledge, needs and skills of student – teachers.
2. Talent search competition:
Every year institution organizes the talent search competition just after the admission process
completion. It has various segments like dance, poetry, speech, singing, painting, Rangoli,
best out of waste, mono acting and mimicry. The performance of the student- teachers
provides a realistic picture of their persona, knowledge, specific skills and needs.
3. Interaction with teachers :
The teachers also interact with the students in their respective optional classes and assess their
knowledge in specific subjects.
CATERING TO DIVERSE NEED
2.2.1. Describe how the institution works towards creating and overall environment conductive to
learning and development of the students?
The institution provides an effective and conductive learning environment to the student-teachers for
their better learning and over all development including social, moral, cultural and academic aspect of
personality. Student-teachers are trained enough to compete with all the challenges in the modern
era.
1. Through the effective implementation of the curriculum, the Navyug College for Education
provides best services to the student teachers for better learning environment.
2. The institution has the facility of well equipped Psychology Lab, Language learning Lab, ICT
Lab, Computer Lab and updated library where student-teachers are given instructions and
knowledge as per their requirements.
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3. Faculty is self motivated to use various kinds of teaching aids such as chalk board, chart,
model, pictures, internet, power point presentation, transparencies, OHP and computers in the
class room for the effective presentation of the content matter.
4. The principal interacts frequently with the pupil teachers.
5. All students are treated equally irrespective of caste, colour, creed, religion etc.
6. A democratic class room environment is maintained and the students are encouraged to
participate in group discussion and brain storming sessions.
7. Best state of the art infrastructure coupled with a pollution free environment has been
provided.
8. Suggestion box has been maintained and students give their suggestions through this. The
creative suggestions are incorporated.
9. Student teachers are also given first-hand experience in preparing and handling of various
kinds of audio visual aids. Each student-teacher prepares teaching aids including charts,
models, slides, transparencies, chalk, duster, pointer, flash board and power point presentation
in each teaching subjects. Student-teachers are also encouraged to adopt multimedia approach
in actual class room teaching or at practice teaching.
All the student teachers are trained well enough to handle the modern technological aids in their class
room teaching. They are trained about handling computers, OHP, Slide Projector, LCD Projector, and
Internet etc. The institution also provides environment to the student teachers where not only the
academic growth of the student teachers become possible but also their cultural, social, intellectual,
moral, mental and professional growth are also taken in to consideration. The institution organizes
various cultural programmes from time to time for developing all the aspects of personality of
student-teachers. In these programmes, student-teachers are encouraged to participate and organize
the whole activities. The faculty serves as guidance for them. All the activities of the programme are
managed by the student-teachers. Various inter-house competitions are also organized at the college
level for the student teachers to foster sense of competition among them. The important programme/
day celebrated at college level are.
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Independence Day celebration
Republic Day celebration
Diwali
Women‟s Day celebration
Science quiz competition
Inter House Speech & Poetry Competition
Aids Day
Environment Day
Wild Life Week
Science Day
Inter House Debate & Extempore
Poster Making, Rangoli, Teaching aids, Transparencies competition
Chalk Board Writing Competition
Pot Decoration
Drawing & Painting
Along with all the competitions, regular morning assembly is also organized. Through morning
assembly the institution tries its best to inculcate the moral and spiritual values among the student
teachers. It is compulsory for every student teacher to participate in the morning assembly and to
perform any activity according to her interest. The morning assembly activities include Gayatri
Mantra, Saraswati Vandana, and Prayer, Patriotic/ religious songs and national anthem. All these
activities are included to foster some moral, social, spiritual and national values among the student
teachers.
Besides all this,student-teachers are encouraged to participate in the various competitions &
workshops etc. held at other colleges, where our student teachers got remarkable achievements. Some
other activities organized for their personality development are community participation, games &
sports, work experiences, classroom seminar, extension lectures etc.
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2.2.2. How does the institution cater to the diverse learning needs of the students?
1. Special remedial classes are held for weaker students and below average performers.
2. Extra books are issued to bright students.
3. Arrangement of seminars at class level as well as college level.
4. Organizing the Extension Lectures by prominent educationist.
5. There are various learning needs of the student teachers which are based on subject matter,
individual differences & need of the curriculum. All the learning needs of the student teachers
are taken into consideration.
6. Opportunities of participation in inter college competition and youth festival.
7. Extra responsibilities are assigned to class leaders.
8. Special Attention is given to slow as well as advanced learner.
9. Special counselling to students in problem through the guidance and counselling cell.
10. Remedial teaching is given after every class/ unit test and house examination.
11. Proper orientation about examination and evaluation system.
12. Proper & appropriate demonstration is given to the student teachers for model lessons in
different skills & teaching practices etc.
13. Sports activities are encouraged.
14. Personality development lectures are held.
15. Visits to different exhibitions like Art Gallery are arranged.
2.2.3. What are the activities envisioned in the curriculum for the student teachers to understand the
role of diversity and equity in teaching learning process?
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While designing the curriculum, the diversity and equity in teaching learning process are kept in mind
by the regulatory bodies.
1. The curriculum includes subjects such as paper-I Philosophical and Sociological Bases of
Education. This helps the student teachers understand the discipline of education in the
philosophical and sociological perspective.
2. Paper-II – Learner, Learning and Cognition helps the pupil-teachers to understand the
psychology of their students as it includes topics like growth and development, heredity &
environment, intelligence, theories of learning, motivation, personality group dynamics etc
and as a component, the practical work also helps them to understand the role of diversity as it
includes various psychological tests & their administration.
3. Paper IIIrd B, is having many options out of which one is to be selected by the student-
teachers. These options themselves are carefully envisioned in the curriculum that depict
diversity and equity for example: gender sensitization and school, educational and vocational
guidance etc.
4. Paper IV B- inclusive education is the main paper that has been recently added in the
curriculum for the student-teachers to understand the role of the diversity and equity in
teaching learning process as it includes the topic like special educational needs of learners in
the individualised educational plan and classroom management in inclusive education.
5. In practicals, Paper VIII B, any two community based projects (from the options given) are to
be prepared, student-teachers are also provided a training how to understand and cater to the
diversity while preparing these projects. Options include disaster management, organising
parent teacher meeting and gender sensitization and female foeticide etc. Student-teachers are
also provided a training how to understand the equity and diversity of student-teachers in their
micro teaching group in which they have to play the role of student, teacher and observer.
2.2.4 How does the institution ensure that the teacher educator is knowledgeable and sensitive to
cater to the diverse student needs?
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The institution ensures that the teacher educator is knowledgable and sensitive to cater to the diverse
needs of the students with the help of the following best practices:
Navyug College for Education has well qualified and experienced faculty. Two of our staff members
have Doctoral Degree (Ph.D) in education. All the staff members have qualified UGC – NET in
education.
Every member of the staff is selected by the properly constituted selection committee from M.D.U,
Rohtak which includes professor and associate Professor, one of them is subject expert to ensure the
efficiency of teacher educators in their subject concerned.
Teacher educator are allowed to attend and participate in various seminars, conferences and
workshops etc. Organised by different universities/ institutions. Duty leaves are assigned for
attending the same.
The institution sends teachers to participate in the refresher course/ orientation courses to provide
them an opportunity to exchange experiences with their peers and eminent educationists.
Various seminars, co-curricular activities, their organisation by teacher educators and guiding the
students for various inter-college or state level competitions and youth festival & Edufest provides a
scope to practise their skills & prove the same.
The chairman and the principal regularly interact with teacher educators on such issues and teacher-
educators are encouraged to make use of library and ICT resources. so that, they become sensitive to
cater to students‟ need. Regular tests are taken and teacher educators are to maintain a diary.
Teacher – educators adopt the appropriate strategies to assess the slow and advanced learners. The
teacher- educators are encouraged to obtain feedback and communication from the students, alumni,
employers, community, academic, peers with regular meetings and discussions. The facility of
suggestion cum complaint box has also been provided by the institution.
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2.2.5. What are the various practices that help student teachers develop knowledge and skills related
to diversity and inclusion and apply them effectively in classroom situations?
Navyug College for Education provides a wide variety of such practices which enables student-
teachers to be innovative and skilful and adopt human values. Some activities are:
Organizing daily morning assembly (house wise) where all the faculty members and student-
teachers assemble for prayer and other assembly activities. The morning assembly includes
following activities:
a. Prayer
b. Thought of the day
c. Use of prominent/eminent personality on values, education or any national concerns.
d. Preparation of self composed or inspired poetry
e. Daily News
f. Bhajans/ Devotional Songs/Patriotic Songs
g. National Anthem
Organizing various social and cultural programmes.
Celebrating days of national, international and social importance, such as republic day,
Independence Day, women‟s day, Diwali, Aids day, science day etc.
Organizing extension lectures.
Daily display of thought of eminent thinkers and educationist on display board.
While organizing any activity/ function at college level, student- teachers are assigned duties/
responsibilities to provide them opportunity to organize various activities, under the
supervision of the concerned tutor.
There are four houses: Swami Vivekananda, Tagore, Indira, and Bhagat Singh House which
have to perform various duties according to their turn. Every week, it is the duty of the
concerned house to write news, thought of the day, observing discipline and ensuring campus
cleanliness etc.
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In maintaining the greenery at the campus; student- teachers are motivated to plant trees and
flowering plants and also they are assigned duties to protect them.
Student- teachers are also motivated by organising extension lectures for them.
Student- teachers are provided guidance and counselling services by the Guidance-
Counseling Cell of the college to provide right direction to their future & career.
Student-teachers are given orientation in different types of disabilities, identification, causes
and prevention. The student- teachers are also given lessons on how to help disabled children
in the classroom and at home.
Extension lectures are organized on diverse themes by calling experts from academics.
TEACHING-LEARNING PROCESS
2.3.1 How does the institution engage students in “Active Learning”? (use of learning resources such
as library , web site, focus group, individual projects, simulation, peer teaching , role playing ,
internships, practicum etc.)
The B.Ed curriculum is itself comprehensive and dynamic in scope of learning; with a lot of activities
and schedule hence active learning is a natural process of teacher training programme. The institution
engages student- teachers in active learning with the help of available resources i.e. library, various
labs viz. ICT lab, psychology lab, science lab, computer lab etc. Internet facility is available in the
computer lab. All the student- teachers of the institution are divided into various groups while
organizing micro- teaching, real teaching, morning assembly, work experience & work education. It
is the priority of the institution that all the student- teachers interact with each other and with each
teacher educator in one or another group. Some individual and group projects are assigned to develop
the sense of tolerance, co-operation, brotherhood and socialization of the student- teachers. In every
theory paper one project is assigned to the student-teachers by the teacher educator for more
interaction with the peer group and the society. Various co-curricular activities are organized by the
institution to draw out the best from the individuals.
A well – planned academic calendar is prepared in advance.
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Close monitoring is done throughout the year and feedback given simultaneously so that the
students remain active.
To sustain the interest of the students in the class room teaching, the teacher educator use
various methods like brain storming, discussions and debates on various issues etc.
Surprise tests, weekly tests, oral tests and terminal examinations are conducted.
Assignments, project work, action research projects are given to pupil- teachers to engage
them in active and constructive learning.
Power-Point slides on the topics of Global Warming, linguistic & communicative skills,
cerebral palsy, hearing impairement, visual impairment, learning disability, concept of
inclusive education etc. are developed by the faculty members to guide the student- teachers.
For active and participatory learning of the student-teachers “Learning by doing”approach is applied
by Navyug College for Education.
2.3.2. How is learning made student centered? Give a list of the participatory learning activities
adopted by the institution and those, which contributed to self management of knowledge, and skill
development by the students.
Keeping in view the student centred learning, the Navyug College for Education always aims at the
overall development of personality of the student- teachers which includes social , cultural,
intellectual, mental, academic & physical development, so as to make them effective & competent
teacher as well as vigilant and valuable citizen. This is done as follows:
Diverse methods like brain storming, discussion, demonstration are used by teacher educators.
Social issues such as women literacy, drug addiction, school drop-outs etc. are given emphasis
during social visits to different places.
Display- boards decoration and campus beautification promote aesthetic values and
presentation skills in prospective teachers; which they do in house activities throughout the
academic year.
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Almost every student-teacher is variably involved in various activities/ programme of the
college for developing their talent in the field of their interest. Student–teachers‟ participation
in various activities is ensured through the organisation of morning assembly.
Tutorial groups and guidance & counselling cells are established to solve the student-teachers‟
academic, personal, career & social problems.
Every faculty member caters the needs of the student- teachers while developing the content
matter in the classroom. As per the needs of the student teachers, the teacher educator
modifies his/ her methodology and uses various teaching aids to make concept easy and
understandable to the student- teachers.
Teacher educators precisely diagnose the problems of the student-teachers by oral testing,
written test, class test and house examination and then provide them necessary remedies
accordingly.
Seminars, projects and case studies are conducted by the student- teacher themselves under
the guidance of the respective teacher- educators.
Student-teachers are motivated to visit library regularly to keep them updated by reading
newspapers, magazines, journal, reference book and periodicals etc.
Regularity, punctuality and discipline in the college are maintained by a body of student-
teachers and discipline committee as well. In VIII B, while preparing community based
projects, learning by doing or learning by experience approach is being followed by the
institution. Every necessary guidance and instructions are provided to the student- teachers by
the teacher educators in these papers.
Extension lectures & competitions are organised to cater the student-teachers‟ needs.
Training in handling hardware & software is also provided to the student- teachers, in order to
meet the requirements of the modern classrooms. During this training, student- teachers are
taught about how to use OHP, slide projector and LCD projectors etc.
Students are offered a variety of options in all the optional papers, where student teachers are
free to choose any option as per his/her requirement or interest.
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Thus all the above mentioned activities and many others are successfully organized to cater the
student-teachers need and to make earning more easy and reliable to them. Every effort has been
made to lake learning student centered and community oriented.
2.3.3 What are the instructional approaches (various models of teachings used) and experiences
provided for ensuring effective learning? Detail any innovative approach/ method developed and /
used.
After teaching the theoretical basis of lesson planning and teaching skills the students are encouraged
to try out the different approaches & methods of teaching. These are:
Preparing powerpoint presentations
Diverse methods like brain-storming, discussions etc. are used by teacher educators.
Lecture method, discussions, project method, heuristic method, problem solving method &
demonstration method are adopted.
With the use of various instructional strategies we are providing variety of experiences to the learners.
This practical work is carried out with the active participation of the student- teachers, student
teachers are engaged in work experiences, preparing charts, models, candle making, making useful
products from waste material and community services, actual school setting, and various cultural and
social programmes for providing various learning experiences to ensure better & effective learning.
2.3.4. Does the institution have a provision for additional training in models of teaching? If yes,
provide details on the models of teaching and number of lessons given by each student.
There is no such programme provided in the B.Ed curriculum to provide training in models of
teaching. But Navyug College for Education uses various kinds of methodologies and approaches to
provide effective learning experiences to the student teachers.
Pedagogical analysis of the content:
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In every teaching subject of B.Ed there is provision to do pedagogical analysis of the given
topics in terms of content/ subject matter, behavioural outcomes, methods & activities and
evaluation devices. Firstly, teacher educator demonstrates a topic from the given list before
the student – teachers and then student- teachers do pedagogical analysis of the topics.
Lesson plan:
Special sessions are being devoted for the preparation of lesson plans and related
requirements. Various aspects of lesson planning such as stating objectives in behavioural
terms, division of content matter, using appropriate methodology, use of various A-V Aids,
how to present the content matter, dealing with the students, controlling classroom activities,
using chalk board etc. are discussed in detail.
Student- teachers are provided with adequate training in delivery of model lesson presentation before
starting their micro-teaching and teaching practice in the schools. Before the commencement of
micro-teaching lessons,student- teachers are well oriented about the micro-teaching, its concept,
requirement & various teaching skills.
Demonstration lesson in each skill and in each teaching subject is presented before the student-
teachers by the teacher educators. During this micro-teaching session,every student teacher prepares
and delivers five micro lessons in each teaching subject and then five mega lessons and two
discussion lessons in simulation. Micro lessons has the duration of six minutes, where as mega &
discussion lesson have time duration of 20 & 40 minutes respectively.Besides all this student-
teachers are provided orientation about various kinds of methods & strategies in the theory of their
relevant teaching subjects.
2.3.5 Does the student-teachers use micro teaching technique for developing teaching skills? If yes,
list the skills practised and number of lessons given by each student per skill.
Yes, the student-teachers use micro teaching technique for developing teaching skills. After the
students have been acquainted with micro teaching in their theory component, a schedule for
practising micro- lessons is prepared.
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While using micro teaching as training technique first of all the student- teachers are well oriented
about the concept,phases and cycle of micro- teaching. Then detailed information including meaning,
components, criteria & observation etc., is provided to them about each skill; after that every teacher
educator presents a demonstration lesson on each skill in various teaching subjects. Student teachers
observe this demonstration lesson and then discussion follows where doubts and querries of the
student- teachers are removed. Every student-teacher delivers 5 micro lessons in each teaching
subjects for practising the following teaching skills.
Skill of introducing the lesson
Skill of illustration with examples
Skill of questioning
Skill of stimulus variation
Skill of reinforcement
Student teacher practices a particular skill, and then regular feedback is given to him / her by peers
and teacher in charge for the improvement. They are trained so well that they gain mastery over the
skill. After getting mastery over various skills, student – teachers integrate various skills and deliver 5
mega lessons in each teaching subject in simulation condition. These mega lessons have the time
duration of 20 – 25 minutes. Every time, when a student-teacher delivers his/her mega lesson he/she
gets feedback from his peer & supervisor or teacher incharge and necessary suggestion are provided
to him/her for the improvement.
Then every student – teacher delivers three discussion lessons in each teaching subject in simulation.
The duration for discussion lesson is 35-40 minutes. At the end of the discussion lesson, all the
strength and weakness of the lesson are discussed by the peer and a group of teacher educators. Every
effort has been made to make this lesson a model lesson.
When the micro & mega lessons are completed then student- teachers are sent to the schools for
practice teaching, when they present 20 lessons in each teaching subject and one discussion in each
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teaching subject that means total 43 lessons are presented by each student- teacher during teacher
practice. Above all each student – teacher observes 5 micro lessons and 10 teaching practice lessons
delivered by their peers.
2.3.6. Detail the process of practice teaching in schools. (Lessons a student gives per day, lessons
observed by the teacher educators, peers/ school teachers, feedback mechanism, monitoring
mechanisms of lesson plans etc.)
While selecting the schools for practice teaching the following process is adopted:
Identification of schools for practice teaching :
First of all, schools are identified for the practice teaching of student- teachers. Following criteria are
kept in mind while identifying the schools:
School should be near to the college.
It should be in easy access of the student – teachers.
Number of students‟ strength in the schools.
Availability of the school.
Recognition / affiliation of school with the government.
Medium of instruction at the school
On the basis of above mentioned criteria the detail survey is conducted by the teaching practice
committee of the college and then this committee selects the schools for practice teaching.
Getting consent from the authorities:
After selecting the school for teaching practice the consent of the concerned authorities is
taken for availability of schools for teaching practice. Teaching practice committee meets the
head of the concerned school and gets permission to conduct practice teaching.
Division of group & mentor teacher:
After selecting the school for teaching practice and getting their consent, the various students
– teachers are assigned to different groups and school. While assigning the schools to student-
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teachers, various needs & requirements of the student teachers are kept in mind. Every care
has been taken to provide nearby school to the student- teachers. A group comprises almost 20
student- teachers and one teacher educator as supervisor.
Completion of teacher- Practice:
Teaching practice session at the schools lasts for 20 days in which student- teachers deliver 40
lessons in all and observe 10 lessons of their peers. Before the commencement of practice
teaching, they are also well oriented about the school environment.
Monitoring & supervision by teaching practice committee & director Principal:
The smooth & effective functioning of the teaching practice is ensured by the regular visits of
teaching practice committee and the principal himself. He regularly visits various schools
randomly and observes the condition at the school. During their visit, he meets the head of the
school, staff members, and student – teachers and also observes some practice lessons and
provides feedback accordingly. He also observes the difficulties faced by the student- teachers
at the school and makes necessary arrangements to remove/ reduce them. Necessary guidance
is also provided to the student- teachers and teacher incharge as per need.
Process of practice teaching:
Orientation
Before the commencement of the actual practice teaching at the schools all the student-
teachers are well oriented about the rules & regulations of the school, school infrastructure,
teaching faculty, school time table, school curriculum and environment etc. So that, they feel
themselves as a part of that particular school the teaching practice days.
Number of lessons delivered by each student – teacher:
At practice teaching in schools every student – teacher delivers (presents) 20 lesson in each
methodology course. It means total 40 lessons and 3 discussions lessons are delivered by each
student – teacher at practice teaching. The teaching practice session goes for at least 20 days.
Therefore, 2 lessons per day are delivered by each student- teacher.
Number of lessons observed by mentor teacher:
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For every practice teaching school one teacher educator is assigned the work as supervisor. A
supervisor/ mentor teacher is assigned a group of almost 20 student – teachers. At practice
teaching, a supervisor or a mentor teacher observes almost 40 lessons per day.
Observation of lessons by peers / school teachers, feedback mechanism, monitoring
mechanism of lesson plans.
Each student- teacher observes 20 lessons in the both methodology courses delivered by their
peer and also provides feedback to them.
At the time of the observation of discussion lesson, the entire student – teacher, mentor
teacher and school teachers observe the lesson. The discussion lesson is followed by a detailed
discussion on the strengths and weaknesses of the lesson delivered by the student- teacher.
Appropriate suggestions are provided to him/ her by peers, mentor teacher and school teachers
accordingly.
Mentor teacher regularly checks the lesson plan & observe the practice teaching. He/ she write
his/ her comment & suggestions about the lesson in the lesson plan note book of the student
teachers.
School teachers are encouraged to observe the lessons delivered by each student teacher &
provide necessary feedback.
Thus, the process of practice teaching runs smoothly with the active participation of every student-
teacher, teacher- educator, school staff and higher authorities including principal and head of the
schools.
2.3.7 Describe the process of Block teaching / Internship of students in vogue.
There is no separate provision for Block Teaching. All field teaching activities are to be completed
during the teaching course duration itself.
2.3.8 Are the practice teaching sessions / plans developed in partnership, co-operatively involving the
school staff and mentor teachers? If yes, give details on the same.
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Before beginning the practice teaching at the school, a discussion session is arranged in which the
convenor of the skill- in- teaching committee consults the staff members of the school and head of the
school. School teachers are consulted regarding distribution of the sections & classes, syllabus to be
covered, maintaining discipline during teaching practice etc. Then student- teachers are also asked to
plan their lessons as per the requirement & syllabi given by the concerned school teacher. Mentor
teacher plays the role of epicentre. If any problem arises during practice teaching, mentor teacher
provides help to the school staff and student - teachers as well. If the need arises, meetings with the
head & other teaching staff of the schools is also arranged in between the practice teaching period. On
behalf of student- teachers it is the responsibility of the mentor teacher to maintain the discipline at
the practice teaching. Student – teachers are motivated to work within conducive, co-operative & self
– disciplined environment. The student- teachers also write report of the school planned in which they
discuss almost all the aspects of the school.
2.3.9 How do you prepare the student- teachers for managing the diverse learning needs of students in
schools?
The institution prepares the student- teachers for managing the diverse learning needs of students in
schools by executing following activities:
Training in micro teaching skills
Regular supervision of the lessons by the teacher educators and subject teachers.
Regular feedback is given to the pupil teachers by the supervisor and subject teacher so as to
bring about the assurance of fulfilling the diverse learning needs of students.
Providing knowledge about child psychology and individual differences
Enabling the students to apply different methods of teaching.
Enabling them to be familiar and well oriented with the process of conducting action research,
case study, psychological testing etc. By conducing these activities,the student – teachers
become able to know the diverse needs of the students in the schools.
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Student- teachers are also trained in organising morning assembly and other various cultural &
academic activities at the college. During practice teaching,student- teachers apply this
training in actual situations.
Various social and life skills are developed through community participation and games &
sports activities, among the student- teachers which help them throughout the practice
teaching period.
2.3.10 What are the major initiatives for encouraging student- teachers to use /adopt technology in
practice teaching?
The entire required infrastructure for preparing lessons with ICT is provided by the institution;
which includes well equipped computer lab with internet facility; ICT lab etc.
Imparting theoretical knowledge about ICT to the students in their compulsory paper i.e. ICT;
provides a base for the adoption of technology in practicum.
Teacher educators themselves make use of ICT in teaching leaning.
Student – teachers are encouraged to use various ICT devices in their practice teaching lessons
and in annual skill- in- teaching examinations to get good scores.
Student- teachers are provided help in selecting topic, content matter and relevant teaching
aids where they use technological equipments and make their lesson an effective one.
2.4 TEAHCER QUALITY
2.4.1 Are the practice teaching plans developed in partnership, co-operatively involving the school
staff and mentor teachers? If yes, give details.
Yes,the practice teaching plans are developed in partnership, co-operatively involving the school staff
and mentor teachers.
In the beginning of the practice teaching at the school, a discussion session is arranged in
which all the student – teachers, staff members of the school and head of the school share their
views.
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Student-teachers are consulted regarding distribution of the sections & classes, syllabus to be
covered, maintain discipline during practice teaching etc.
Student- teachers are also asked to plan their lessons as per the requirement & syllabi given by
the concerned school teacher. Mentor teacher plays the role of epicenter. If any, problem
arises during practice teaching mentor teacher provides help to the school staff and student -
teachers as well.
Mentor teacher also interacts with the skill-in-teaching incharge. If the need arises, meetings
with the head & other teaching staff of the schools is also arranged in between the practice
teaching period. On behalf of student- teachers it is the responsibility of the mentor teacher to
maintain the discipline at the practice teaching. Student – teachers are motivated to work
within conducive, co-operative & self – disciplined environment. The student- teachers also
write report of the school planned in which they discuss almost all the aspects of the school.
The head of the school, staff & mentor teacher discuss, direct and guide the student- teachers.
Considering the needs, problems and nature of school classes, the student- teachers prepare
their lesson plans and decide behavioral objectives, do pedagogical analysis, prepare teaching
aids, decide teaching learning activities and evaluation techniques in partnership with school
staff and mentor teacher.
2.4.2 What is the ratio of student- teachers to identified practice teaching schools? Give the details on
what basis the decision has been taken?
The average ratio of students is 25:1
2.4.3 Describe the mechanism of giving feedback to the students and how it is used for performance
improvement?
The mechanism of giving feedback to the students is manual. During micro- teaching sessions
conducted in simulations, the teacher – educator and the peers provide feedback about the
lesson presented by the student- teacher. And also during the practice teaching session, mentor
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teacher involves head and teachers of practice teaching schools, peer group of student teachers
with him for manual observation & to give feedback.
Mentors give their feedback to the students verbally as well as in written form on their lesson
plan books.
2.4.4 How does the institution ensure that the student teachers are updated on the policy
direction and educational need of the schools?
The institution keeps itself updated with latest policy direction by holding discussion session with
schools from time to time and from other sources like seminars, workshops, journals newspapers, and
internet. The Teacher Educators ensure that the Pupil Teachers consult the school Teachers regarding
requirements of the curriculum and educational needs of the schools.
2.4.5 How do the students and faculty keep with the recent development in the school
subjects and teaching methodologies?
The Students and faculty keep themselves aware of the recent developments in school subjects by
consulting schools and reading other sources like newspaper, internet, journals etc. The knowledge of
recent development helps in developing personal, professional attributes of students and faculty.
2.4.6 What are the major initiatives of the institution for ensuring personal and
professional/career development of the teaching staff of the institution (training, organizing
and sponsoring professional development activities, promotional policies etc.)
The institution sends the teachers to various seminars and workshopsfor their personal and
professional growth and development.
2.4.7 Does the institution have any mechanism to reward and motivate staff members for
good performance? If yes, give detail.
Yes, the institution motivates the staff members by honoring them for good performance on its
Annual Day Function.
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2.5 Evaluation Process and Reforms 1 How the barriers to students learning are identified, communicated and addressed?
(Conducive environment, infrastructure, access to technology, teacher quality, etc.)
The barriers are identified at various levels through class room discussion, Tutorial meeting and
feedback. To remove these barriers,conducive environment is provided in the form of cooperative
staff and best infrastructure -well equipped laboratories, Library, well equipped Computer lab and
facility of Broadband Internet, well qualified Principal and well qualified Teachers.
2 Provide detail of various assessment/evaluation processes (internal assessment,
midterm assessment, term end evaluations, external evaluation) used for assessing student
learning?
The students are assessed/evaluated through various ways like class tests, House tests, external
University Exam, Assignment based lessons, seminars etc. In nutshell we follow continuous
comprehensive internal evaluation system along the lines of affiliating University.
3. How are the assessment/evaluation outcomes communicated and used in improving the
performance of the students and curriculum traction?
The Assessment/Evaluation outcomes are communicated to students through marks and remarks.
Answer sheets, assignment are corrected,remarked and are returned to students for improvement of
performance of students. We also motivate the students by announcing the results of various
competitions in Morning Assembly and giving prizes on Annual Prize Distribution.
4. How is ICT used in assessment and evaluation processes? All office work is done through computer (Internal Assessment, Marks of House test, all records are
maintained on computers).
Best Practice in Teaching Learning and Evaluation Process 1 Detail on any significant innovation in teaching/learning/evaluation introduced by the
institution?
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We apply cooperative learning approach and context based learning approach to some topics of our
curriculum. Continuous evaluation is done from time to time to judge the achievement of pre
specified objectives.
2. How does the institution reflect on the best practice in the delivery of instruction,
including use of technology?
The Teacher Educators make use of technology in form of CD based lesson plan and OHP and also
encourage the students for the same.
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CRITERION: III
RESEARCH, CONSULTANCY ANDEXTENSION 3.1 Promotion of Research 1 How does the institution motivate its teachers to take up research in Education?
The institution tries its best to motivate the teachers to take up research in education to keep abreast
of the current knowledge and development in the field of Teacher Education.
Studyleavesareprovided to the teachers.
Adjustments in teaching schedule are done for attending any research program.
The library is equipped with vast variety of books and surveys. Various National and
International Journals are also subscribed for the library.
Typing, photo copying, internet facilities are made available to the Teacher Educators.
2 What are the thrust areas of research prioritized by the institution?
Teacher Education
Teaching Methodology
Examination & Evaluation Scheme
Psychological aspects among adolescents
Child Psychology, Depression and Tension
Case Study on Various School Problems.
Exam Fever and its Impacts. 3 Does the institution encourage Action Research? If yes give details on some of the
major outcome and the impact.
Yes, the institution encourages Action Research. The students choose a classroom problem while
doing teaching practice in schools, conduct action research on it and prepare a report on the same.
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Action research has been done on the problems like less attendance, less discipline, lack of interest in
a particular subject, problem of coming late to the school.
4 Give the details of conference / seminar / workshop attended/ organised by the faculty
members in last five years.
Seminars attended by faculty members in last five years are as following:
Organized Participated
National Seminar 4 30
Work Shop 1 5
Conference - 2 3.2 Research and Publication Output 1 Give details of instructional and other materials developed including teaching aids and
/ or used by the institution for enhancing the quality of teaching during the last three years.
The institution from time to time develops teaching aids according to the requirement and needs of
the students. The teaching aids are in the form of Models, Charts, Maps, Compact
Disks/DVD‟s/PowerPoint Presentations, Flash Cards, Transparencies and Improvised Apparatus etc. 2 Give details on facilities available with the institution for developing instructional
materials?
The instructional materials are developed by providing optimum facilities to the students. The
institution has well equipped Educational Technology Laboratory, Fine Arts Room, Science
Laboratory, Health & Physical Room, Audio Visual Aids Room, Language Laboratory, Art & Craft
Room & Computer Laboratory and workshop. The students are provided certain necessary materials
and articles from the laboratories and some materials are brought by the students themselves for
developing various types of instructional materials.
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3 Did the institution develop any ICT / technology related instructional materials during
the last five years? Give details.
The institution has developed various OHP transparencies and power point presentations for making
their use in teaching-learning process. 4 Give details on various training programs and / or workshops on material development.
(both instructional and other materials).
a) Organised by the institution.
b) Attended by the staff. c) Training provided to the staff.
a)Workshop on “spiritual development” was organized in the previous academic year. b)Attended by the staff:
Workshop on “Quality assurance and accreditation”
YRC Training camp organized at Hindu College of Education, Sonepat.
c)Attempts are being made by the institution in this regard. 5 List the journals in which the faculty members have published papers in the last five
years. 1.International organization of scientific research(international journal).
2. Shiksha kalash(National journal).
3.EUPHEUS(International journal)
6- Give details of the awards, honors and patents received by the faculty members in last five
years.
A Socio Economic Status Scale entitled as “KASS-SES” has been standardized and published in
National Psychological corporation, Agra in 2012 by Dr. Sudhir Sahu, Asstt. Professor, Navyug
College For Education. Every year institution awards best faculty of the institution with memento and
certificates.
7 Give details of the Minor / Major research projects Completed by staff members of the
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institution in last five years.
Nil 3.3 Consultancy 1 Did the institution provide consultancy services in last five years? If yes, give details.
The institution provides consultancy service to practice teachingschools from time to time by
organizing extension lectures on various social issues.
2 Are faculty / staff members of the institute competent to undertake consultancy? If yes, list the
areas of competency of staff members and the steps initiated by the institution to publicise the
available expertise.
Our college is having well qualified lecturers on subject methods and they are competitive enough to
provide consultancy in their respective subjects.
Areas of consultancy:
Teacher training
Learning disabilities
Guidance & counseling
Value education
Peace education
Consultancy is provided through personal interaction and through extension lectures organized in the
schools.
3 How much revenue has been generated through consultancy in the last five years? How is the
revenue generated, shared among the concerned staff members and the institution?
Nil. Free consultancy is provided for the welfare of the organization & society as a whole. 4 How does the institution use the revenue generated through consultancy?
Nil.
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3.4 Extension Activities 1 How has the local community benefited from the institution? (Contribution of the institution
through various extension activities, outreach programmes, partnering with NGO‟s and GO‟s)
The college authorities are always concerned about the well being of local community. The activities
carried out for the benefit of local community are as follows:
Dengue prevention awareness rally. AIDS awareness extension lecture to teaching practice school. Blood Donation Camp.
Social surveys on income, education and profession have been done. The institution also visits social organisations and institutions like Deaf and Dumb school for social
surveys and the students also extend their services to these institutions. Adult education
camp”Sakshar Bharat Mission” was organised by the institution for near-by villages. 2 How has the institution benefited from the community? (Community participation in
institutional development, institution-community networking etc.)
The community people are having good opinion on the institution and they extend all possible help to
the institution during organizing extension activities.
3 What are the future plans and major activities the institution would like to take up for
providing community orientation to students?
In future the institution plans to provide community orientation to the students by conducting
`surveys on different topics of community interest, organizing visits to orphanages, blind homes, deaf
and dumb schools, old age homes, Old age literacy, Family planning, Women Education, Awareness
to become a better citizen etc.
4 Is there any project completed by the institution relating to the community
development in the last five years? If yes, give details.
Two
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5 How does the institution develop social and citizenship values and skills among its
students?
The institution tries its best to inculcate and develop the social and citizenship values and skills
among the students by arranging N.S.S camps, Rallies on Dengue and Aids awareness and Awareness
Lectures on contemporary social issues and problems. The institution tries to develop values by
arranging skits, prayer sessions, lecture on moral values , poster making competition, debates &
declamation contest etc. on social and moral issues. Work culture is developed by assigning projects
and class room representatives are appointed to develop the task of responsibility. Dignity of labour is
inculcated by allotting various activities related to art and craft and Team spirit and values like co-
operation and tolerance towards one another are propagated and encouraged by organizing Inter-
house competitions.
3.5 Collaborations 1 Name the national level organisations, if any, with which the institution has established
linkages in the last five years. Detail the benefits resulted out of such linkages.
Attempts are being made by the institution in this regard. 2 Name the international organisation with which the institution has established any
linkage in the last five years. Detail the benefits resulted out of such linkages.
Nil 3 How did the linkages if any contribute to the following?
Curriculum development
Teaching Training Practice teaching
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Research Consultancy Extension Publication Student Placement
College linkages with practice teaching schools to ensure teaching practice in real situation. In
academic session,college sends its students for teaching practice two times for 20 days to schools.
College provides consultancy and extension services to schools. All schools respond positively to
ensure good functioning of our placement cell. School helps in examination process by sending their
school teachers as examiner whenever required.
4 What are the linkages of the institution with the school sector (Institute-school-
community networking)?
The institution develops proper linkage with school sector byarranging activities such as School
function, Tree plantation drive and various cultural, sports, literary and art competitions during
teaching practice programme conducted in the schools.
The institution also invites school teachers to college for judging various competitions like, drawing
competition, cultural programmes etc. We also invite school teachers as judges in various Skill-in-
Teaching & On the Spot Teaching Aid Preparation Competitions of the College level or Inter College
level. Our faculty also visits various schools for judgment in various Inter-school competitions such
as debates & declamations.
5 Are the faculty activity, engaged in schools and with teachers and other school
personnel to design, evaluate and deliver practice teaching? If yes, give details.
Yes, the faculty members meet the concerned teachers to know about the needs, requirements of the
schools and syllabus and then invite suggestions of the schools in the process of practice teaching.
The faculty also ensures that the pupil teachers teach according to the needs and requirements through
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observation of their lessons regularly. Remarks are given by the teacher educator and it is seen that
the students don‟t repeat the previous mistakes and modify their teaching.
6 How does the faculty collaborate with school and college or university faculty?
The faculty of the institution provides academic supplement to the school teachers during their visit
to the practicing schools. The faculty participates in capacity building programmes orgsnised by
various colleges of education, M.D.U, Rohtak.
Best Practices in Research, Consultancy and Extension. 1 What are the major measures adopted by the institution to enhance the quality of
Research, Consultancy and Extension activities during the last five years?
The institution from time to time provides relaxation in time table to the staff members so as to
motivate them to participate in activities like Research and Extension. The college library is open for
research scholars, students of collaborating institutions for study and reference.
2 What are significant innovations / good practices in Research, Consultancy and
Extension activities of the institution?
Research oriented atmosphere is provided to the teachers and there is a provision for study leave as
well as relaxation in time table. A well equipped library with variety of books and journals is
available to the teachers. Internet facility is also provided to the teachers. The institution organized
“Sakshar Bharat Mishan” to nearby village lehrarha. Students and faculty are also encouraged to
participate in various social services extended by the college like Dengue Awareness Rally, Blood
Donation Camp, Extension lectures.
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CRITERION IV:
INFRASTRUCTURE AND LEARNING RESOURCES 4.1 Physical Facilities 1. Does the institution have the physical infrastructure as per NCTE norms? If yes,
specify the facilities and the amount invested for developing the infrastructure. Enclose the
master plan of the building.
Yes, the institution has the entire physical infrastructure as per NCTE norms. It has a built up area of
1460.85 sq.ft. and has facilities like method lab, psychology lab, science lab, ICT lab, computer lab
equipped with all the necessary equipments and facilities.
2. How does the institution plan to meet the need for augmenting the infrastructure to
keep pace with the academic growth?
The institution has been allotted 100 seats for B.Ed. The existing building and infrastructure is
sufficient.
Resources have never been lacking with S.S.Memorial Shiksha Samiti. The society is capable enough
to develop necessary infrastructure to keep pace with the academic growth.
The above mentioned society helps to purchase new furniture as well as renovate the college
furniture by allocating needed amount.
The institution has planned to enrich the use of information technology in all spheres.
The institution has its own Language Laboratory and Conference Room by the support of
management.
The institution has increased the number of computers gradually as per requirement.
The institution has renovated the principal‟s office with different facilities.
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3. List the infrastructure facilities available for co-curricular activities and extra curricular
activities including games and sports.
Multipurpose Hall: There is a spacious multipurpose hall for various co curricular activities and extra
curricular activities where college students gather for morning assembly (news and views delivered
by the students), seminars & workshops etc.
Sports Room: The institution has sports room for indoor games.
Play ground: The institution has play ground for various outdoor sports.
Work Experience Room: Provided with all kinds of materials required to prepare teaching aids, charts
& models etc.
4. Give details on the physical infrastructure shared with other programmes of the
institution or other institutions of the parent society or university.
The physical infrastructure of the institution is not shared and is exclusively for Teacher Education
students only.
5 Give details on the facilities available with the institution to ensure the health and
hygiene of the staff and students (rest rooms for women, wash room facilities for men and
women, canteen, health center, etc.)
The institution has all the necessary facilities to ensure the health and hygiene of the staff and
students. There are separate rest/common rooms for girls, extensive sanitary facilities, safe drinking
water. The institution has a well equipped Health Center for medical assistance. The canteen provides
healthy refreshment to the students.
6. Is there any hostel facility for students? If yes, give details on capacity, no of rooms,
occupancy details, recreational facilities including sports and games, health and hygiene
facilities, etc.
No.
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4.2 Maintenance of Infrastructure 1. What is the budget allocation and utilization in the last five years for the maintenance
of the following? Give justification for the allocation and unspent balance if any(Building,
Laboratories, Furniture, Equipments, Computers, Transport/Vehicle).
The management has plans and facilities for need-based development and expansion of infrastructure.
Maintenance of existing infrastructure resources is looked after by the central construction division
and a standing committee with faculty and student representatives. Budget provisions are optimally
made for maintenance of various services in the college.
Audit reports attached.
2. How does the institution plan and ensure that the available infrastructure is optimally
utilized?
The institution ensures optimum utilization of available infrastructure by proper planning of
time table and examinations. Various laboratories like Psychology Laboratory, Science Laboratory,
Computer Laboratory, Educational Laboratory, Language Laboratory, etc are used to conduct
practical work of different subjects. Ground is used for physical development oriented activities.
3. How does the institution consider the environmental issues associated with the
infrastructure?
The institution keeping in view the environmental issues has ensured the following:
The institution is located in an eco-friendly campus.
All the rooms are airy and well ventilated, spacious and are well furnished with sufficient
provision of fan and tube lights.
The institution has lush green lawns and trees all around keeping the environment healthy.
Indoor plants are planted in the building itself. Flower plants are planted near the lobby of the
building.
Parking is at proper place to make the campus clean and noise free.
Tobacco and smoking are strictly prohibited in the campus.
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The building of the institution is properly planned for air and sunlight circulation.
4.3 Library as a Learning Resource 1. Does the institution have a qualified librarian and sufficient technical staff to support
the library (materials collection and media/computer services)?
Yes, the institution has a well qualified librarian and sufficienttechnical support staff. There is also
library committee to support the librarian.
2. What are the library resources available to the staff and students? (Number of books-
volumes and titles, journals-national and international, magazines, audio visual teaching-
learning resources, software, internet access, etc.).
The institution has a well stocked library and has more than 5000 books, 10 journals, 100 audio visual
teaching resources in the form of CD‟s,& DVD‟s. Access to internet is also available.
3. Does the institution have in place, a mechanism to systematically review the various
library resources for adequate access, relevance, etc. and to make acquisition decisions? If yes,
give details including the composition and functioning of library committee.
The college has a mechanism to systematically review the library resources.
The institution has a library committee that ensures that the library resources are adequate and
relevant and also makes sure that the library is updated from time to time by making additions
in the existing stock of resources.
The librarian contacts different publishers for catalogues and also searches catalogues
available on internet. These catalogues are given to the convener and members of the library
committee and they circulate these catalogues among all the teaching staff;then they select the
books as per the requirements.
The library committee sometimes also goes for purchasing the reference books.
If any teacher finds any book suitable for the students, he/she can purchase it for the library
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and bill is paid.
4. Is your library computerized? If yes, give details. Yes, the library is computerized. All the books have been registered on computer and records are
maintained through computer.
5. Does the institution library have Computer, Internet and Reprographic facilities? If
yes, give details on the access to the staff and students and the frequency of use.
Yes, the institution has computer, internet and reprographic facilities and can be accessed by staff and
students
6. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give details.
No, the institution does not make use of Inflibnet/Delnet/IUC facilities. 7. Give details on the working days of the library? (Days the library is open in an
academic year, hours the library remains open per day etc.)
The library is open approximately 7 hours /day on all working days. Library is open for students
during summer vacations. However during special circumstances such as examination days, seminar
preparation etc, this duration is extended as per requirement and library is made open on Sundays as
well as gazzetted holidays.
8. How do the staff and students come to know of the new arrivals?
The new arrivals in the library are brought to the knowledge of students and staff by displaying titles
on display boards.
9. Does the institution‟s library have a book bank? If yes, how is the book bank facility
utilized by the students?
Yes. The institution has a book bank. Books from the book bank are given to the needy students
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throughout the year.
10. What are the special facilities offered by the library to the visually and physically
challenged persons?
The staff always co-operates such students.
Librarian provides Books & other materials to the student at ground floor.
Special seating arrangement is made if required.
4.4 ICT as Learning Resource 1. Give details of ICT facilities available in the institution ( Computer lab, hardware,
software, internet connectivity, access, audio visual, other media and materials) and how the
institutions ensures the optimum use of the facility.
The institution has a well equipped computer lab with facilities like internet connectivity and printer
which is available to all students and staff. A separate provision has been made in the time table for
students to access the computer lab.
2. Is there a provision in the curriculum for imparting computer skills to all students? If
yes give details on the major skills included.
Yes, in the curriculum, there is a core compulsory paper(ICET) which has a provision for the
development of the computer skills.
Following skills are developed in this paper:
Preparation of power point presentation.
Presentation of the seminar by using computer and LCD projector
Creating E-Mail account
Searching website
Searching the information related with the subject/assignment
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3. How and to what extent does the institution incorporate and make use of the new
technologies/ICT in curriculum fractional processes?
New–technology / ICT is incorporated in the curriculum–fractional processes by the use of Power
Point Presentations, internet etc. Demonstration lessons are presented by using LCD projectors. 4. What are major areas and initiatives for which student teachers use/adopt technology in
practice teaching? (Developing lessons plans, classroom tractions, evaluation, preparation of
teaching aids)
Digital lessons are prepared by student teachers.
Student teachers adopt technology for preparing teaching aids in the form of slides
transparencies etc.
Students use internet to search photographs and other related material from the websites.
Students can access the computer lab for planning and preparing the lessons.
4.5 Other Facilities 1. How is the instructional infrastructure optimally used? Does the institution share its
facilities with others for e.g.: serve as information technology resource in education to the
institution (beyond the program), to other institutions and to the community.
The faculty and the trainees make use of instructional infrastructure for teaching-learning process, co-
curricular activities.
Yes, the college ultimately uses its instructional infrastructure (Human/Physical) to serve the
community e.g. arranging Blood donation camp, Dengue awareness rally, extension lectures in
schools, stitching camp, cooking camp.
2. What are the various audio-visual facilities/materials (CDs, audio and video cassettes
and other materials related to the program) available with the institution? How are the student
teachers encouraged to optimally use them for learning including practice teaching?
The institution has a well-equipped multimedia room with OHP, LCD projector, Tape recorder, CD
player, VCD player, DVDs and Audio-visual material prepared by the students and also prepared by
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NCERT. Students & teacher educators are given practical training and exposure for handling of this
electronic learning material during teaching learning, pre-practice sessions & teaching practice. The
student teachers are encouraged to use the resources in the institution in the form of aids for
developing their lessons. The teacher educators also use these aids in their demonstration lessons to
encourage their use by the student teachers. 3. What are the various general methods Laboratories available with the institution? How
does the institution enhance the facilities and ensure maintenance of the equipment and other
facilities?
The institution has science lab, language lab, Art & craft lab, and educational technology lab,
computer lab which has a seating capacity of 40-50 students and have all the necessary equipments.
They are maintained by the teacher incharge who ensures that all the required additions are made and
breakages are replaced by new ones.
4. Give details on the facilities like multipurpose hall, workshop, music and sports,
transport etc. available with the institution.
Multipurpose Hall: There is a spacious multipurpose hall for various co curricular activities and extra
curricular activities where college students gather for morning assembly (news and views delivered
by the students), seminars & workshops etc.
Sports Room: The institution has sports room for indoor games.
Play ground: The institution has play ground for various outdoor sports.
Work Experience Room: Provided with all kinds of materials required to prepare teaching aids, charts
& models etc.
5. Are the classrooms equipped for the use of latest technologies for teaching? If yes,
give details. If no, indicate the institution‟s future plans to modernize the classrooms.
Yes, the classrooms are equipped for the use of latest technology like OHP, LCD projectors, power
point presentations as and when required.
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Best Practices in Infrastructure and Learning Resources 1. How does the faculty seek to model and reflect on the best practice in the diversity of
instruction, including the use of technology?
The College has well equipped laboratory with modern technology and the faculty utilizes
these resources maximally to cater the individual needs of the students.
The institute also uses innovative approaches like cooperative learning to make instructions
more effective.
Our faculty enriches their knowledge by attending seminars and workshops & training
programmes.
Different methods of instructions like brain-storming ,panel discussion are used.
2. List innovative practices related to the use of ICT, which contributed to quality
enhancement
1. Students are taught to prepare slides and transparencies and to make use of Audio-visual
equipments.
2. Demonstrations are given through power-point presentations by faculty.
3. Hygienic pollution free environment.
4. Internet facility is made available to staff and students for acquiring new knowledge through
browsing, for writing assignment ,notes-taking, class room teaching and seminar presentation
and to get additional inputs in the teaching-learning process.
3. What innovations/best practices in „Infrastructure and Learning Resources‟ are in
vogue or adopted/adapted by the institution?
The institution tries to utilize its infrastructure and Learning resources in the best possible way.
“Bharat Sakshar Mission”-A camp for adult education was organized in nearby villages by the
institution during summer break. The institution also provides the best of infrastructure and Learning
resources to its faculty and students to keep pace with the recent developmental trends in education
and technology.
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CRITERION V: STUDENT SUPPORT & PROGRESSION
5.1 Student Progression 1: How does the institution assess the students‟ preparedness for the programme and
ensure that they receive appropriate academic and professional advice through the
commencement of their professional education programme (students‟ pre-requisite knowledge
and skill to advance) to completion?
Student‟s preparedness for the program is assessed orally and even through written feedback
during general classroom interactions in the beginning of the session.
During the orientation programme, students are inquired about their interests and special
achievements. At this time the potentialities of the students are identified and they are given
proper advice for the utilization of their skills. Orientation sessions are conducted right from
the first day of the commencement of the program to ensure that the students get proper
advice and direction regarding the basic courses, optional papers and practical papers. It is
during these orientation sessions that they show their knowledge, preparedness and curiosity
about the course and are guided by the teachers. This greatly effects their professional
preparedness.
In addition to this orientation, self-awareness, self-acceptance and personality development
programmes are offered to strengthen their self-confidence.
Class room testing is done from time to time by oral & written tests and assignments etc.,
throughout the session.
The student profile is prepared by the teacher-educator to identify the strengths and
weaknesses and the areas to be improved. The basic requisite skills for professional growth
are identified for providing timely guidance and counselling services.
2: How does the institution ensure that the campus environment promotes motivation,
satisfaction, development and performance improvement of the students?
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Campus climate conductive for teaching-learning is created by the management and the staff.
Dissatisfaction among the students regarding the academic and co-curricular programmes are
identified by periodical open forum and private interview by the principal.
The campus is pollution free and having natural atmosphere like trees,flower plants and open
space for recreational activities.
The rooms and campus are kept clean properly and are having good circulation of fresh air
and day light.
To promote motivation, satisfaction, development and performance improvement of the
students, the college provides a very cooperative environment.
Students are divided into sections, houses and tutorial groups in order to provide personal
contacts with various teachers. Students are motivated to participate in various academic and
co-curricular activities from time to time and prizes are announced in the morning assembly.
To ensure satisfaction and motivation the students are awarded prizes at the time of annual
function.
During the first month of the academic year Intra-mural cultural competitions are conducted
for furthering the mutual understanding, recognizing and appreciating each others‟ potentials
and talents. This helps them develop into a well-knit cohesive group for the formation of
competent, compassionate, committed and creative teachers as agents for social change.
Various programmes are organized by the students at college level to develop their
organizing abilities, leadership qualities, cooperation, etc. and to prepare them for their
profession. 3 Give gender-wise drop-out rate after admission in the last five years and list possible
reasons for the drop out. Describe (if any) the mechanism adopted by the institution for
controlling the drop out?
Programmes 2011-2012 2012-2013 2013-2014
B.Ed. 0 1(male) 1(female)
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4. What additional services are provided to students for enabling them to compete for the
jobs and progress to higher education? How many students appeared/qualified in SLET, NET,
Central/State services through competitive examination in the last two years?
Educational and vocational information and guidance is provided by the Teacher Educators as
and when such competitive examinations are advertised by the various universities and
employers, during the session. It helps the students to compete and progress in their jobs and
higher educational course.
Students are made familiar with the teachers job selection criteria during their B.Ed course.
They are made familiar with the current need of the job opportunities.
The college provides books related to CTET/HTET and other competitive exams which
enables them to compete for job.
5: What percentages of students on an average go for further studies/ choose teaching as a
career? Give details for the last three years?
These estimates are based on available data.
2011-12 2012-13 2013-14
(%) (%) (%)
Higher studies 14.66 29.38 32
Employment (total) 6.66 13.59 28
Teaching 42 38 48
6: Does the institution provide training and access to library and other education related
electronic information, audio/ video resources, computer hardware and software related and other
resources available to the student teachers after graduating from the institution? If yes give details on
the same.
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After graduating from the institution the trainees come to the institution occasionally. When
they come ; at that time they are given proper guidance.
With prior permission they are allowed to use the resources whatever the institution have.
7: Does the institution provide placement services? If yes, give details on the services
provided for the last two years and the number of students who have benefited.
Yes, the college has established a placement cell under the able guidance of Ms. Pooja Bahl.
The management authorities of nearby schools regularly arrange a placement interview at our
campus for the selection of the teacher.
The institution also refers its outstanding students to various schools (Teaching Practice
Schools and Private and Govt. Schools).
The College provides necessary information to all the candidates regarding various job
opportunities in the field of education or other related areas.
8: What are the difficulties (if any) faced by placement cell? How does the institution
overcome these difficulties?
Some schools do not share the requirement for faculty to maintain their secrecy and recruit
teachers through internal resources. We only come to know about the vacancies of different
post in schools through advertisement published in the news papers.
Government schools have to follow the competitive examination for the selection of teachers
so, placement service has little role for that. It just makes the students aware of the procedure
of selection in these jobs.
Private schools offer less economic rewards to the fresh teachers, so sometimes pupil teachers
do not take much interest in the campus interview.
The Placement cell is making various efforts to overcome these problems. Apart from practicing
schools, placement cell tries to make contacts with the Principals or other authorities of private and
public schools so that they may absorb our students.
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9: Does the institution have arrangements with practice teaching schools for placement of
the student teachers?
Yes, the college forwards the data of various student teachers to various Teaching Practice Schools
and other private and public schools according to their requirements. But grant-in-aid schools have to
follow the norms given by the government. So if there is temporary requirement and they demand for
teacher, we suggest them some names and give the addresses of our graduates.
10: What are the resources (financial, human and ICT) provided by the institution to the
placement cell?
The institution provides human, ICT, Financial resources such as a Teacher from staff as In-Charge of
Placement Cell, a separate room, required stationary, college cell phone, computer and broadband
internet facilities in computer lab for smooth functioning of placement cell.
5.2 Student Support 1 How are the curricular (teaching- learning processes), co-curricular and extra-
curricular programmes planned, (developing academic calendar, communication across the
institution, feedback) evaluated and revised to achieve the objectives and effective
implementation of the curriculum?
Keeping in mind the objectives of the college, the curricular, co- curricular and extra
curricular activities are planned by the staff members under the able guidance of the Head of
institution.
The various committees are formed for the effective planning and implementation of the
activities.
Concerned subject teachers plan their curriculum keeping in mind the abilities of students and
regulations of concerned authorities. Different co-curricular and extra curricular activities are
planned keeping in view to ensure cognitive,affective and psychomotor domain development
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of trainees and conducted during each session.
To develop the academic calendar the following points are kept in mind.
Co-relation between theory and practical work.
Calendar of practice teaching schools.
Calendar of university.
Calendar of various exams of secondary examination board.
Vacations and holidays.
National , state and local level festivals.
Some special days, weeks etc. to be celebrated.
Government programmes.
2 How is the curricular planning done differently for physically challenged students?
Our institution is affiliated to M.D.U,Rohtak. We have to follow the curriculum prescribed by the
university. Physically challenged students are at par with the normal students regarding curriculum
prescribed by university. While implementation of curriculum in the institution, individual
differences,needs of special students are always kept into consideration for students with special
needs. Planning is done as per the requirement of physically handicapped students. The staff and
particularly the students are briefed at the starting of the session itself, to be accommodative to the
physically challenged students and provide all possible help and assistance during the need.
3 Does the institution have mentoring arrangements? If yes, how is it organized?
Yes, mentoring is done through the tutorial groups. In tutorial groups student and the teacher interact
with each other on personal basis, various personal and educational problems of the students are
solved. There is also a provision for the same in routine time table.
4 What are the various provisions in the institution, which support and enhance the
effectiveness of the faculty in teaching and mentoring of students?
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To enhance the effectiveness of the faculty in teaching and mentoring of students, the college
has formed various committees, houses and tutorial groups which work throughout the session
by organizing various activities and all the work is monitored by the concerned teacher-in-
charges.
Apart from this, college sends the teachers to attend various seminars and workshops to
update their knowledge and enhance teaching effectiveness.
Faculty is motivated by the principal to use ICT in their daily teaching activity so that
teaching-learning becomes more effective and interesting.
Principal and faculties are by nature helpful to each other for enhancement of effectiveness of
teaching and mentoring of students.
5 Does the institution have its website‟? If yes, what is the information posted on the
site and how often is it updated?
Yes, the college has its own website Address www.navyugcollege.com. It is updated whenever
changes are made in any part of the system. The information provided on the web site include
introduction about college, governing council, list of faculty members, subject combinations and in
nutshell all mandatory information required by concerned authorities is updated from time to time.
6: Does the institution have a remedial programme for academically low achievers? If
yes, give details.
Yes. The college makes all attempts to see that the trainees achieve maximum within the given
period. The students are provided rich experiences to uplift their skills. All teachers willingly guide
them if trainees face any problem regarding any topic or practical lessons. During lunch time and free
time, students can meet concerned teacher for the guidance. Further, remedial classes are arranged
before the final examinations for the low achievers.
7 What specific teaching strategies are adopted for teaching Advanced learners and (b)
Slow Learners
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For advanced learners, Special assignments are given and group discussions, brain storming sessions
and class-room seminars are organized by the subject teachers. Library provides reference books for
deep study on all the topics for such students. Personal attention is given to see that they utilize their
potentialities maximally. For slow learners, tips and handouts are provided on various topics, throughout the session, according
to the needs and demands of the students. The subject teachers give topic wise guidance to such
students and they are motivated to feel free to interact with the teachers at any time. Special classes
are arranged for slow learners before examination to help them. Peer tutoring is motivated to help
slow learners discuss their problems with the advanced learners; it also provides them opportunity to
practice their skills.
8 What are the various guidance and counseling services available to the students? Give
details.
The college has a guidance and counseling cell to guide and counsel the students according to their
needs from time to time under the guidance of the management and principal. Students are guided and
informed about various career opportunities available. Educational, vocational, personal and social
guidance is also provided to the students for the solution of their problems. 9 What is the grievance redressal mechanism adopted by the institution for students?
What are the major grievances redressed in last two years?
To identify and eradicate the problems of the students, Grievances Redressal Cell is
established in the college.
A suggestion box is kept in the college for students which is opened fortnightly by the
Principal. Various problems listed, are either solved by the Principal or referred to the
management for solution, as per the nature of the problem.
Students also interact freely with the tutors in the tutorial groups to discuss and solve their
general, personal, educational and vocational problems. The main problem encountered during
the last two years has been the tremendous workload on the students. Due to the long
admission process less time is left to work out the curriculum framed by the university and the
students have to bear the load due to shortage of time.
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10 How is the progress of the candidates at different stages of programs monitored and
advised?
Candidates' progress is monitored and advised through out the session through weekly class tests,
group discussions, skill-in-teaching exams, and practical and theory terminal exams conducted twice
before the final examinations. Weekly class tests are corrected by the concerned teachers and are
returned to the students to provide feedback on their performance. In the group-discussions conducted
in the class-rooms, immediate assessment is done by the teacher and feedback is given on the spot.
After the first session of teaching practice, skill-in-teaching examinations are conducted and students
are advised for improvement by the concerned teaching subject teachers. Theory and practical exams
are conducted by the college preferably in January and March to check students‟ progress and
accordingly guide the high and low achievers for further improvement in their study habits and paper
attempting patterns.
11: How does the institution ensure the students‟ competency to begin practice teaching
(Pre-practice preparation details) and what is the follow-up support in the field (practice
teaching) provided to the students during practice teaching in schools? Pre-practice
preparation
Orientation is given about use of teaching aids, methods and techniques of teaching, classroom
problems, traits of a good teacher, preparation of micro and macro lesson plans, etc. by the teaching
subject teachers in their respective classes. The subject teachers give demonstration lessons on use of
various skills and methods. Micro-teaching sessions are conducted. Preparatory files are prepared by
the students for each of the two teaching subjects, which include 5 micro lesson plans, 5 mega lesson
plans and observation of three demonstration lessons by the teacher. During the teaching practice in
the schools, continuous monitoring is done and feedback is provided by peers, Teacher Educators,
School teachers and pears for improvement.
5.3 Student Activities 1 Does the institution have an Alumni Association? If yes, List the current office bearers.
Yes, the institution has an Alumni Association.
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2. How does the institution encourage students to participate in extra-curricular activities
including sports and games? Give details on the achievements of students during the last two
years.
The institution encourages students to participate in extra-curricular activities including sports and
games by organizing various weekly competitions, annual athletic meet, annual day function and also
by motivating the students to participate in various inter-college competitions.
3. How does the institution involve and encourage students to publish materials like
catalogues, wall magazines, college magazine, and other material. List the major
publications/materials brought out by the students during the previous academic session.
The students are divided into houses and each house maintains a wall magazine on weekly basis on
rotation
4. Does the institution have a student council or any similar body? Give details on –
constitution, major activities and funding.
Yes, the institution has a student council.
Every year student council is formed under the guidance of the faculty members.
The formation of the student council is done on the democratic foundation.
We give full freedom to student council for plan, budget and apply the activities of the whole
academic year.
Constitution
Student council of 2014-15
Sr. no. Name Designation
1 Jyoti General secretary
2 Shiwani Ladies representative
3 Anil Tour secretary
4 Sandeep Sports secretary
5 Jyoti Cultural secretary
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6 Pooja Library secretary
7 Deepak Gupta treasurer
Activities
1. Organize and supervise various college activities under the able guidance of concerned
conveners of various committees. 2. Students‟ council acts as mediator between students and college authorities.
3. Students council maintains discipline in the college on regular as well as during function days.
Funding 1. College provides funds from Amalgamated Fund maintained bycollege. 2. Students also contribute their own money for organizing various functions such as fresher
party, farewell party etc.
5. Give details of the various bodies and their activities (academic and administrative),
which have student representation on it.
To help in organization and management of institution, the institution systemizes the
committees. Students have direct involvement in the activities of the institution through
following committees:
1- Tour & Picnic Committee
2- Sports Committee 3- Cultural Committee 4- Library Committee
6: Does the institution have a mechanism to seek and use data and feedback from its
graduates and from employers to improve the preparation of the programme and the growth
and development of the institution?
To improve the various aspects of the institution feedback is taken from the students during
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the session and at the end of the session.
Feedback is also taken from the school-teachers during teaching practice and when they visit
as external examiners for the skill-in-teaching examinations.
The college Management procures feedback from the students through the Principal once in a
session and evaluates it to advise and suggest the faculty on areas where there is a scope for
improvement.
The institution arranges talks and lectures of DEO, professors from various colleges and
universities, alumni and principals of our practicing schools in which they address and discuss
the current trends which help us to improve our programmes and the growth and development
of our institution.
Best Practices in Student Support and Progression 1: Give details of institutional best practices in Student Support and Progression?
For student support and progression the college employs the best practices like setting up of Student
Grievance Redressal mechanism, monitoring problems at individual level, maintaining a democratic
environment where students can actively participate in all matters related to students.
Cooperative teachers, provision of on the spot guidance.
Organising visits, educational trips and tours are also arranged by the institution.
Remedial Teaching Practice after feedback during Teaching Practice.
Remedial classes for weak students.
Continuous and comprehensive evaluation.
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CRITERION VI : GOVERANCE AND LEADERSHIP
6.1 Institutional Vision and Leadership
1 What are institutions stated purpose, vision, mission and values? How are they made known to
the various stakeholders?
The institution was set up keeping in view various purposes, vision, mission and values. The
important ones are as follows:
PURPOSE
To spread literacy among the masses.
To make the youth of the area vocationally efficient.
To prepare teachers who are sincerely dedicated towards the Society.
To promote professional values and norms among the teacher trainees.
To build prosperous society by providing social, economical and educational training and
assistance.
VISION:
The institute envisions to EMPOWER students of all classes through higher education and
employment. The Institute envisions to put best efforts to provide professional & quantitative
education and quality through the leadership to fulfill society needs & aspirations. Our endeavour is
to give the nation future educators with qualities of intellectual competence, commitment, character,
diligence, discipline, dynamism, versatility and entrepreneurship. Thus the institution promises to
impart holistic education and instill higher values thus making the nation builders technologically
superior and ethically strong.
MISSION
Working in accordance with the above vision, We are constantly motivated to work hard and think
differently about achieving new heights and shaping the future of coming generations. We move
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ahead with the mission of:
Striving towards excellence in education by responding to changing needs and expectations of
the society and educational environment by imparting life skills and value based education.
Serving the society by inculcating values such as dignity of labour, equality of genders,
protection of environment, responsible use of mass media, respect for traditions and cultural
heritage.
Enabling teacher educators to do away with stereotyped patterns of teaching by replacing
them with a fresh approach to teacher education for promotion of creative excellence.
Providing maximum placement opportunities and developing teacher's personality,
professional competence and employment skills.
VALUES
The Institution considers the inculcation of following values among future teachers:
Academic excellence
Commitment
Royalty to their profession
Aesthetic sensibility
Self-discipline
Self-regulation
Self-reliance
Patriotism
Co-operation
Empathy
Punctuality & Regularity
The staff members and the stakeholders are duly informed about the purpose, vision, mission and
values of the institution. All the staff members remain presnt in all the programs of the institution.
2: Does the mission include the institution‟s goals and objectives in terms of addressing the
needs of the society, the students it seeks to serve, the school sector, education institution‟s
traditions and value orientations?
Yes, the Mission includes the institutions goals and objectivesaccording to the needs of the society.
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Goals are as follows:
To uplift the standard of education.
To provide education at door step.
To guide and direct the youth towards noble profession of teaching.
To inculcate the feeling of National Integration.
To inculcate values through various activities.
Objectives of the Institution
To develop intellectual level of the students by helping them acquire information, knowledge
and wisdom.
To promote social values among the students and develop a sense of social responsibility
towards community as a whole.
To enable the students to make use of their theoretical and practical knowledge so that they
can cooperate with others, and can plan, execute and evaluate learning and teaching.
To bring out efficient enthusiastic and excellent teaching community.
To make the teachers capable of following recent trends in the teaching Methods.
To understand Philosophical, Sociological, Psychological and Economic bases of Education.
To understand the nature of individual differences among children.
To develop skills necessary to use emerging technologies.
To develop interpersonal skills, communication skills & spirit of inquiry.
3 Enumerate the top management‟s commitment, leadership role and involvement for effective
and efficient traction of teaching and learning processes (functioning and composition of various
committees and board of management, BOG,etc. )
The management of the institution is committed towards providing best of facilities, guidance and
leadership for effective and efficient transaction of teaching learning processes. Under the leadership
of the far sighted management, the problems are deeply taken care of and various facilities are
provided from time to time as and when need arises by organizing board meetings and composing
various committees and ensuring efficient functioning of the same.
4: How does the management and head of the institution ensure the responsibilities are defined
and communicated to the staff of the institution?
The administration follows the committee system. The emphasis is on decentralization and
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interdependence. Plans and proposals spring from all levels and after active interaction are finalized
into programmes. The responsibilities of various functionaries are clearly spelt out through circulars
and individual briefing. The management and head of the institution ensure that the responsibilities
are defined according to the needs and requirements and are communicated through staff meetings,
circulars, notices, office orders etc.
5: How does the management/ head of the institution ensure that valid information (from
feedback and personal contacts etc.) is available for the management to review the activities of the
institution?
The institution has a dual feedback mechanism, once through the management and once through the
principal on all the components of the institution. This feedback acts as a base for the management to
review the activities of the institution.
6: How does the institution identify and address the barriers (if any) in achieving the vision /
mission and goals?
The institution identifies and addresses various barriers by procuring information through feedback
mechanism, staff meetings with student‟s council, group discussions, tutorial meetings and
suggestion box.
7 How does the management encourage and support involvement of the staff for improvement
of the effectiveness and efficiency of the institutional processes?
The management frames and constitutes various committees and involves all the faculty members in
functioning of these committees that ensures effectiveness and efficiency of institutional
processes.The staff has freedom to try out new methods and materials.There are frequent interactive
meetings of the staff with the Principal and the Management; during which the performance of the
institution is reviewed and plans for improvement are charted out. The faculty is also appreciated and
honoured for active participation and involvement in the institutional processes.
8 Describe the leadership role of the head of the institution in governance and management of
the curriculum, administration allocation and utilization of resources for the preparation of students?
The Principal is the academic and administrative head of the college. The principal believes in
being the first among equals and delegates authority and responsibility to the teaching staff.
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The head of the institution assigns and allocates various duties to the faculty by constituting
various committees according to the interest and aptitudes of the faculty. The time-table, the
schedule of unitized teaching, the practice sessions and the evaluation schedules are finalized
in advance. The progress made is reviewed once in a month. The head also ensures the
efficient functioning of the committees by supervising their functioning regularly.
6.2 Organizational Arrangements
1: List the different committees constituted by the institution formanagement of different
institutional activities? Give details of the meetings held and the decisions made, regarding academic
management, finance, infrastructure, faculty, research, extension and linkages and examinations
during the last year.
The institution constitutes various committees for smooth functioning of different institutional
activities like Admission Committee, Academic calendar Committee, Time Table Committee,
Examination Committee, Discipline Committee, Sports Committee, Cultural Committee,
Tours and Trips Committee, Library Committee, Purchase Committee, Grievances Redressal
Committee, Alumni Committee. The Examination Committee holds meetings before and after
every House Examination to plan date sheet, format for the examination papers and allocate
duties, etc.
Meetings of Extension and linkages Committees are also held periodically whenever any
activity or programme has to be organized and various resources (human and financial) are
planned, discussed and allocated. The faculty selects/elects a staff representative during Staff
Meetings who forwards all the suggestions and problems of the Staff to the Head or an
Employer. Various other decisions regarding Academic Management like Time Table, Internal
Assessment are taken through meetings of respective committees held at regular intervals. The
Time Table Committee holds regular meetings to plan and frame time-table for the session and
to make required changes/adjustments as and when required on daily basis.
The decisions and suggestions regarding updating and the felt needs for infrastructure are discussed in
the Staff Meetings and thus forwarded to the Employers for implementation. The Library Committee
holds meetings at periodic intervals to discuss the needs and requirements felt by the Staff and
Students through meetings of student representatives and other student council members and updating
is done accordingly .The purchase Committee also holds meetings to discuss and plan purchase
according to the felt needs and requirements.
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2: Give the organizational structure and the details of the academic and administrative bodies of
the institution.
ORGANISATION STRUCTURE
PRESIDENT
VICE PRESIDENT
SECRETARY
TREASURER
PRINCIPAL
TEACHING STAFF
NON TEACHING
OTHER STAFF
The institution has three bodies which govern and regulate academic and administrative affairs of the
institution. The Governing Council comprises of total Nine persons of which one is the President,
second is the Secretary and the third is The treasurer and the rest four are acting as members of the
office.
3: To what extent is the administration decentralized? Give the structure and details of its
functioning.
The administration is totally decentralized and management involves the Principal, Faculty as well as
Students for ensuring efficient functioning. Financial, Infrastructural and Managerial activities are
looked after by the head of the institution.The Principal allocates duties to the faculty members who
further may also involve the students if need arises. The faculty member working as the convener of a
committee has all powers and freedom to take decisions.The Principal has a supervisory role and
various activities are conducted by the committees.
4 How does the institution collaborate with other sections / Colleges and school personnel to
improve and plan the quality of educational provisions?
The institution develops rapport and liaisons with other sections and school personnel and
procures suggestion and information regarding various components of education. The college
collaborates with the schools, which are selected for teaching practice.The college organizes
science and social science exhibition in the concerned schools, where the student teachers go
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for teaching practice.The college also provides models, charts and required teaching material
to the concerned schools.
5: Does the institution uses the various data and information obtained from the feedback
in decision making and performance improvement? If yes, give details.
Yes, the institution does use the data and information obtained through feedback from
students, parents and Alumni in making decisions and for bringing about improvements in
various areas. As per the feedback received for different provisions in the campus.
6 What are the institution‟s initiatives in promoting cooperation, sharing of knowledge,
innovations and empowerment of the faculty? (skill sharing across College‟s creating/ providing
conducive environment).
The institution provides conducive environment to its faculty members for their professional growth
by providing access to internet, library, motivating the faculty to attend workshops, refresher courses,
extension lectures and seminars to keep pace with the recent developmental trends in education. The
institution also provides instructional facilities like well equipped language laboratory, computer
laboratory, educational technology laboratory etc. to make the teaching learning process more
innovative and efficient.
6.3 Strategy development and Deployment
1: Has the institution an MIS in place, to select, collect align and integrate data and information
on academic and administrative aspects of the institution?
The information about the vision, mission of the institute, details of staff are mentioned on the
website of the college.
Accounts section is computerized.
All activities are maintained in separate files like practice teaching, alumni, placement cell,
women cell etc.
2: How does the institution allocate resources (human and financial) for accomplishment and
sustaining the changes resulting from the action plans?
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The principal of the institution discusses the various action plans regularly with the
management as well as with all staff members. The required budget is provided by the
management. For accomplishment and sustenance of changes resulting from the action plan,
the institution plans the academic calendar at the beginning of the session which includes
curricular and co-curricular activities to be organized during the session. The faculty is
allocated duties for organizing various activities, funds are also allocated and withdrawn from
college funds depending upon the nature of activity.
3: How are the resources needed (human and financial) to support the implementation of
the mission and goals, planned and obtained?
Meetings and discussions of the staff, Head and Employers are held at regular intervals to
identify needs and fulfill them for implementation of mission and goals. These are discussed
and duties and funds are allocated by the academic and administrative bodies and are
forwarded to the staff through the head and then the decisions made are implemented and
student representation may also be sought if required. The institution provides a good
infrastructure, well equipped laboratory for quality teaching and cultural activities.
4 Describe the procedure of developing academic plan. How are the practice teaching school
teachers, faculty and administrators involved in the planning process?
The academic calendar is planned on the guidelines given by the university and keeping in view the
problems faced in previous sessions and through feedback mechanism and suggestions sought from
school teachers, faculty and administrators. The plan is further discussed in the IQAC and after fine
tuning, the same is accepted for implementation. The Head of the institution gives guidelines and
supervises the committees framed for planning various academic components.
5: How are the objectives communicated and deployed at all levels to assure individual
employee‟s contribution for institutional development?
The institution assures individual employees contribution for institutional development by involving
all the employees in the institutional work. Objectives of the institution are communicated and
deployed at all levels through meetings of faculty with the administrators where in the faculty is
appraised of their roles and duties towards the institution and is also appreciated for commendable
employee contribution for institutional development
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6. How and with what frequency are the vision, mission, and implementation plans monitored, evaluated and revised?
The institution regularly and frequently monitors, revises and evaluates its vision, mission and
implementation plans according to needs and requirements of educational curricula and needs of
students. Institute has constituted various committees for fulfillment and implementation of
institutional aims, vision & mission. Heads of different committees monitor the progress of work and
ensure its successful monitoring regularly. The academic components are monitored and evaluated
frequently at college level annually on the basis of university results and weakness and lacunas are
identified and required change are brought about. Other components and activities are monitored
regularly at college level and required changes are brought about.
7 How does the institution plan and deploy the new technology?
The institution deploys the new technology in various components like admission, internal assessment
records, lesson planning, developing instructional aids etc. The IQAC suggests adoption of such
schemes. The teachers are deputed when necessary for short-term training in the use of such
technologies. The language laboratory and the use of CD‟s in the classroom teaching are examples of
such adoption of innovative technology.
6.4 HUMAN RESOURCE MANAGEMENT
1 How do you identify the faculty development needs and career progression of the staff?
Personal interaction that the principal has with the staff helps to identify the faculty development
needs. Faculty is encouraged to attend refresher courses, publish articles in research journals,
undertake case studies and try out new strategies of instruction. The management motivates them with
suitable incentives. They are permitted to make use of the facilities available in the college. The
career progression of the staff is done according to the recent technological trends and curriculum
revisions also guide us to identify faculty development needs.
2. What are the mechanisms in place for performance assessment (teaching, research, service) of
faculty and staff (self appraisal method, comprehensive evaluation by students)? Does the institution
use the evaluation to improve teaching, research and service of the faculty and other staff?
Self appraisal is done by the faculty at the end of every academic session. Apart from this, evaluation
is done by students through feedback mechanism and staff members help each other to identify and
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solve problem if any. Yes , the institution uses the evaluation to improve teaching , research and
service of the faculty.
3. What are the welfare measures for staff and faculty?
Staff is provided excellent infrastructural facilities to promote efficiency. Management provides
medical assistance to the staff and faculty. Duty leave is also provided to attend seminars and
workshop. The institution also gives paid maternity to its employees.
4. Has the institution conducted any staff development programme for skill upgradation and
training of Teaching and Non teaching staff ? If yes, give details .
The college has already qualified and skilled staff. However, for more skill development of staff, the
college offers various linkages with other educational bodies to allow them to upgrade their skills by
inducing themselves. Non -Teaching staff is also provided different working environment to
upgrade/update themselves with administrative works and adding technical knowledge to them.
5. What are the strategies and implementation plans of the institution to recruit and retain diverse
faculty and other staff who have the desired qualifications , knowledge and skills and how does the
institution align these with the requirements of statutory and regulatory bodies ?
We recruit staff through the policies decided by University and NCTE and advertisement is published
in the leading newspapers followed by interview through the University Panel. Good grades and
awards/ honours are given to retain the faculty.
6. What are the criteria for employing part time / adhoc faculty? How is the part time / adhoc
faculty different from regular faculty?
As per concerned authorities guidelines.
7. What are the policies, resources and the practices of the institution that support and ensure the
professional development of faculty?
Duty leave and funds are provided for the teachers to attend seminars, workshops for their
development.
The institution gives medical leave, maternity leave to the teacher educators.
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8. What are the physical facilities provided to faculty?
Teachers are provided proper space in ataff room and also in labs and library.
Every teacher is provided required material in the lab.
Water cooler, well stocked library, computer lab along with internet is provided to faculty.
9. What are the major mechanisms in place for faculty and other stake holders to seek
information and make complaints?
Faculty can get information from the Head, the Principal and the Office. Faculty is free to make
complaints and discuss the problems. The students can get information through the class incharge. or
Suggestion box is kept in the campus to accept information and complaints from the students, faculty.
A Grievance Redressal committee has also been formed. Information is conveyed to faculty and
stakeholders through advertisements, meetings, etc.
10. Detail on the workload policies and practices that encourage faculty to be engaged in a wide
range of professional and administrative activities including teaching, research, assessment,
mentoring, working with schools and community engagement.
There is an equal division of workload in terms of equally divided subjects and periods to be taught
over a period of week as per the rules laid down by University. Likewise the college activities
involving teachers and their students are scheduled psychologically and systematically and the
institution arranges for adjustments if need arises. Due care is taken to avoid overloading any one.
11. Does the institution have any mechanism to reward and motivate staff members? If yes give
details.
Yes, the staff members are honoured and rewarded every year on Annual Day Function of the
institution for the significant contribution to development of the institution. Such rewards/honours
motivate and encourage the staff members to give in their best and work towards an upliftment of the
institution.
.
6.4 FINANCIAL MANAGEMENT AND RESOURCE MOBILISATION
1. Does the institution get financial support from government? If yes, mention the grants
received in the last three years under different heads , if no, give details of the source of revenue and
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income generated.
No, the institution does not get any financial support from the government. Source of income is
students fee only.
2. What is the quantum of resource mobilized through donations? Give information for the last
years.
The College has not received any donation in the last years.
3 Is the operational budget of the institution adequate to cover the day to day expenses? If no
how the deficit met?
Yes, Operational budget of the institution is Sufficient.
4. What are the budgetary resources to fulfill the missions and offer quality programs? (Budget
allocations over the past five years depicted through income expenditure statements, future planning,
Resources allocated during the current year, and excess / deficit)
The budgetary resources include the student fees.
5. Are the accounts audited regularly? If yes, give the details of internal and external audit
procedures and information on the outcome of last two audits. (Major pending audit paras, objections
raised and dropped).
Yes, the college accounts are audited regularly by an independent Chartered Accountant firm. No
major objection was raised during the audit.
6. Has the institution computerized its finance management systems? If yes, give details.
Institution is using both manual and computerized finance management system. At some level
institution is using manual system like issuing of fees slip, voucher etc. However, all of this is
entered on the computer for day-to-day analysis of accounts.All the basic operations of finance
are managed through computers.
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Best Practices in Governance and Leadership
1. What are the significant best practices in Governance and Leadership carried out by the
institution?
Democratic governance.
Decentralization of authority.
Creative and employee free environment.
Mutual accountability.
A work culture that emphasizes the creativity and cooperation.
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CRITERION VII : INNOVATIVE PRACTICES
7.1 Internal Quality Assurance System 1 Has the institution established Internal Quality assurance Cell (IQAC)? If yes, its year of
establishment, composition and major activities undertaken?
The institution established Internal Quality Assurance Cell(IQAC) in the year 2009.
The major activities of IQAC are:
To design and implement the annual plan of the institution for quality enhancement.
Collection of information on all quality parameters of education and best practices followed
by other institutions.
Creation of student-centric classroom learning environment, conductive to quality education.
Development and application of all quality parameters for various academic and
administrative activities of the institution.
To check effectiveness of teachers.
To advise the books and magazines for the library.
To give financial aid to the poor students.
To organize activities and get support from the Alumni Association.
To organize the guidance and counselling activities for the students.
To access the students achievements and awards.
2: Describe the mechanism used by the institution to evaluate the achievement of goals and
objectives?
The institute evaluates the achievement of goals and objectives through regular analysis and
evaluation of results of the students. Feedback is also sought from the students and the faculty
throughout the sessions through discussions, meetings and through the filling up of the prescribed
feedback format. The board of Governors, Academic Body and the administrative body critically
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analyze the efforts and the results made by the institution to evaluate the achievement of goal and
objectives.
3: How does the institution ensure the quality of its academic programmes?
The institution ensures the quality of its academic programmes through the performance of the
students in various inter-college competitions like Skill in Teaching Competitions, Teaching Aid
Preparation Competitions and through continuous evaluation at college level through class
discussions, class tests, house tests and University examination. In order to ensure the quality of its
academic programmes, the institution makes following arrangements:
Highly qualified and experienced staff is appointed by the institution according to norms of
NCTE/M.D.U. Rohtak.
Up-to-date infrastructure is made available by the institution.
Academic calendar is made before the commencement of the session and action plan is also
drafted and followed.
Extra classes and notes facility is given to the slow learners.
4: How does the institution ensure the quality of its administration and financial management
processes?
The institution ensures the quality of its administration and financial management by making the
process more transparent and accountable to the stakeholders. The institution has well-qualified and
experienced administrative staff. The quality initiatives on financial management include auditing by
a registered chartered accountant.The administration is a totally decentralized one, where teaching,
non teaching, student teachers, the management of the institution as well as members of the
community participate. 5: How does the institution identify and share good practices with various constituents of the
institution?
In order to identify and share good practices with all constituents, the institution has made proper co-
ordination by organizing periodical joint meetings of administrative and academic constituents. The
institution has constituted some committees consisting of teacher educators, management members
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and student representative to critically evaluate the growth and efficiency of the institution and its
stakeholders. Student teachers participation is also encouraged especially in academic and
administrative matters.
7.2 Inclusive Practices 1: How does the institution sensitize teachers to issues of inclusion and the focus given to these
in the national policies and the school curriculum?
The institution sensitizes teachers towards the issues of inclusion and the focus given to these in the
national policies and the school curriculum through:
various clippings of newspapers and talk by experts on various topics on national policies and
the school curriculum.
Organizing seminars on the issues of inclusion or gender sensitization etc.
2: What is the provision in the academic plan for students to learn about inclusion and
exceptionalities as well as gender differences and their impact on learning?
In the B.Ed course, there are some subjects especially devoted to education of exceptional children
and education of socially disadvantage. Theory papers such as psychology and inclusive education
give sufficient input about inclusion, exceptional children and gender differences. This provision in
the curriculum makes teachers‟ work easier to teach students about inclusion and exceptionalities as
well as dealing with the problems arising out of gender differences and inequalities and their impact
on learning and handouts are also provided to them for various topics accordingly.
3: Detail on the various activities envisioned in the curriculum to create learning environments
that foster positive social interaction, active engagement in learning and self motivation?
The institution envisions various activities in the curriculum like free and open discussions,
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participations in seminars, self expression activities, student‟s speech in morning assembly,
undertaking some social projects, performing experiments in laboratories and Power-Point
presentations etc.
4: How does the institution ensure that student teachers develop proficiency for working with
children from diverse backgrounds and exceptionalities?
Student teachers are given knowledge about individual differences in the college so that they
recognize and identify individuality of every student. Also, their practical experiences and guidance
of Teacher Educators during teaching practice in school helps them recognize individual differences
among students and know how to guide students accordingly. Also the students are made aware of the
problems of Exceptional children like deaf and dumb children by arranging trips to the deaf and dumb
schools.
5: How does the institution address to the special needs of physically challenged and differently
abled students enrolled in the institution?
The institution addresses to the special needs of physically challenged and differently abled students
enrolled in the institution by paying individual attention to their individual needs. Though the need
hasn‟t aroused yet the college provides required facilities.
7.3 Stakeholder relationships 1: How does the institution ensure the access to the information on organizational performance
(Academic and Administrative) to the stakeholders?
The institution accesses the information on organizational performance to the stakeholders through
college website, newspapers, pamphlets and by celebrating different functions in the college in which
parents and other members of the community are invited.
2: How does the institution share and use the information / data on success and failures of
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various processes, satisfaction and dissatisfaction of students and stakeholders for bringing quality
improvement?
At the end of every academic year the whole process is analyzed with the help of feedback from the
students and through staff meetings and discussions for bringing qualitative improvement.
3: What are the feedback mechanisms in vogue to collect, collate and data from students,
professional community, Alumni and stakeholders on program quality? How does the institution use
the information for quality improvement?
The institution has devised certain performas to collect data from students and their parents about the
administration, teaching and their on campus experiences. Further student feedback on course,
subject, syllabus, grievance redressal and infrastructure are considered in right earnestness for quality
sustenance.
In order to bring quality improvement; questionnaires are provided to the students,
professional community, Alumni and other stakeholders for procuring feedback.
Suggestions from students are taken to the suggestion box installed in the institution.
The institution also allows the students to collaborate with peer groups,review their marks, and
overall performance and participate in various events. Thus the institution acts as a means for
consolidation of variety of information and utilization of the same. In this way the institution manages
to maintain the quality in its administration and academic activities.
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SCHEME OF EXAMINATION AND SYLLABUS FOR B. ED. COURSE PART I: THEORY (PAPERS I- VII)
(To be implemented from the Session 2012-13)
PAPER NOMENCLATURE Max. Marks No. of Teaching Theory Internal Hours per
Week Assessment (Exam Hours:
Marks) I Education: Philosophical & 80 20 4
Sociological Bases. (3 HRS: 80) II Learner, Learning, and 80 20 4
Cognition (3 HRS: 80) III A Secondar y Education in India 40 10 2
(1.30 HRS: 40) III B Any one of the following: Opt. i Yoga Education 40 10 2
(1: 30 HRS: 40) Opt. ii Educational Vocational 40 10 2
Guidance and Counselling (1.30 HRS: 40) Opt. iii Health and Physical 40 10 2
Education (1.30 HRS: 40) Opt. iv Environmental Education 40 10 2
(1.30 HRS: 40) Opt. v Distance and Open Learning 40 10 2
(1.30 HRS: 40) Opt. vi Educational Measurement 40 10 2
and Evaluation (1.30 HRS: 40) Opt. vii Gender Sensitization and 40 10 2
School (1.30 HRS: 40) Opt. viii Human Rights and 40 10 2
PeaceEducation (1.30 HRS: 40)
IV A Curriculum and School 40 10 2 Management (1.30 HRS: 40)
IV B Inclusive Education 40 10 2 (1.30 HRS: 40)
V Information Communication 80 20 4 and Educational Technolog y (3.00 HRS: 80)
VI & Teaching of School Subjects. VII Candidates are required to opt two ‘Teaching Subjects’ selectin g one from any (A, B, C & D) groups. However, the candidates who have passed Shastri examination can opt for two subjects from Group-A.
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PAPER NOMENCLATURE Max. Marks No. of Teaching Hours per Week Theory Internal
(Exam Hours: Assessment
Marks
Group A
Opt. i Teaching of Hindi 80 20 4 (3 HR S: 80)
Opt. ii Teaching of English 80 20 4 (3 HR S: 80)
Opt. iii Teaching of Punjabi 80 20 4 (3 HR S: 80)
Opt. iv Teaching of Sanskrit 80 20 4 (3 HRS:80)
Opt. v Teaching of Urdu 80 20 4 (3 HRS:80)
Group B Opt. i Teaching of Mathematics 80 20 4
(3 HR S: 80) Opt. ii Teaching of Home Science 80 20 4
(3 HR S: 80) Opt. iii Teaching of Commerce 80 20 4
(3 HR S: 80) Opt iv Teaching of Arts 80 20 4
(3 HR S: 80) Group C
Opt. i Teaching of Life Science 80 20 4 (3 HR S: 80)
Opt ii Teaching of Geograph y 80 20 4 (3 HR S: 80)
Opt iii Teaching of Economics 80 20 4 (3 HR S: 80)
Opt iv Teaching of Music 80 20 4 (3 HR S: 80)
Opt v Teaching of Computer 80 20 4 Science (3 HR S: 80)
Group D Opt i Teaching of Physical Science 80 20 4
(3 HR S: 80) Opt ii Teaching of Civics 80 20 4
(3 HR S: 80) Opt iii Teaching of History 80 20 4
(3 HR S: 80) Opt iv Teaching of Social Studies 80 20 4
(3 HR S: 80)
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PART II-PRACTICALS (PAPERS VIII- XI) Max. Marks: 300 (B.Ed Practical Exam will be conducted by an Ex ternal Team consisting of one Coordinator (Head Examiner should be of the parent University) and two Members (Sub-Examiners duly approved by the University) in two days. While constituting the team teaching subject of the Coordinator will be taken into consideration and it will not overlap with the Teaching subjects of other two examiners. Thus, a team will cover all the three teaching subjects i.e. Teaching of Languages, Teaching of Sciences and Teachin g of Social Sciences –Practical Examinations Team will conduct all practical papers from VIII A, VIII B, IX & X i.e School Experience Programme) VIII A ICT enabled Practical/Projects 50 2
(1.30 HRS: 50) VIII B Community Based Projects and 50 -- 2
Work Experiences (25 Marks (1.30 HRS: 50) (Any two of the following) for each) 1) Out of School Children Enrolment Drive (At least 5 children enrolment to Support teaching) 2) Polio Drive and First Aid (Preparing awar eness material e.g. Posters/Hand Bills etc) 3) Serva Shiksha Abhiyaan (SSA) Project and Mid-day Meal 4) Alternate School Monitoring- Support Teaching 5) Out Reach Programme (Marginalized children i.e Special Needs/ Economically/ SC/ST/Girls) 6) Organizing Parent-Teacher Meeting 7) AIDS Awaren ess 8) Gender Sensitization and Female Foeticide 9) Disaster Management
IX School Experience Progra mme 80 20 (SEP-)Teaching Practice: School CBW/Preparation Teaching Subject I of printed (This programme must help Pupil- teaching/learning teacher to learn to function as a material (for Teach er) Blind Students) One lesson of each be delivered by will be evaluated Pupil-teacher, be evaluated by a at the time of team of experts comprising One skill in teaching Coordinator (Head -Examiner) and examination. two Members (Sub-examiners) No sessional
work will be required
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A. Following Five Micro-Teaching Skills with 1 lesson on each skill. Use of Chalk Board
including Handwriting and Use of Teaching Aids
(Compulsory) 1) Questioning 2) Introducing the Lesson 3) Use of Reinfo rcement 4) Stimulus Variation 5) Illustration with Ex amples Micro Lesson-5 Mega Lesson -5 Discussion Lesson-2 Real Teaching 20 Lessons Final Discussion-1 To be selected b y the candidate out of two teaching subjects.
X School Experience Progra mme 80 20 CBW/Preparation (SEP-)Teaching Practice: School of printed Teaching Subject II
(This Programme must help Pupil- teaching/learning teacher to learn to function as a material (for Teach er) Blind Students) One lesson of each be delivered by will be evaluated Pupil-teacher, be evaluated by a at the time of team of experts comprising One skill in teaching Coordinator (Head -Examiner) and examination. two Members (Sub-examiners) – No sessional
work will be required
A) Following Five Micro-Teaching Skills with 1 lesson each skill. Use of Chalk Board including Handwriting (Compulsory) Use of Teaching Aids
(Compulsory) 1) Questioning 2) Introducing the Lesson 3) Use of Reinfo rcement 4) Stimulus Variation 5) Illustration with ex amples Micro Lesson-5 Mega Lesson -5 Discussion Lesson-2 Real Teaching 20 Lessons
150
Final Discussion-1 To be selected b y the candidate out of two teaching subjects.
* Each student will attend supervised teaching for 45 days. XI Participation in Co -curricular Grades from O, A, B, C, and D would be
School-based Activities awarded (Select an y two of the following) A. Communication skills and Portfolio would be maintained activity-wise Functional use of Language for all including documentar y proofs and Lab would be submitted before the commencement
of the exams. These would be evaluated by a U6 B. Bharat Scouts and Guides team of Internal Experts. C. Literar y Activities
D. Cultural Activities E. International and National Days C elebration F. Sports Activities
Criteria for the award of Intern al Assessment/Internal Practical of 20% marks in theory papers may be as per the distribution given below:-
i) One class test/Sessional Work (In case of Practical 10% marks in Theor y Papers)
ii) One Assignment/Performance and Demonstration 05 % marks (In case of Practical in Theory Papers)
iii) Attendance 05 % marks Upto 7 5% 0 % marks Upto 80% 2% marks Upto 8 5% 3% marks Upto 9 0% 4% marks Above 90% 5% marks
Note: If a candidate is awarded Internal Assessment/Internal Practical of more than 75%, the concerned teacher will give specific justification for the same which shall be considered by a committee to be constituted b y the concerned Principal of the C ollege as the case may be.
Grand Total =1000 marks
151
PAPER VIII B- COMMUNITY BASED PROJECTS AND WORK EXPERIENCES
Max. Marks: 50 (25 Ma rks each)
(Any two of the Following)
1) Out of School Children Enrolment Drive (At least 5 children enrolment to Support Teaching)
2) Polio Drive and First Aid (Preparing awareness material e,g. Posters/Hand bills etc) 3) Serva Shiksha Abhiyaan (SSA) Projec t and Mid-day Meal 4) Alternate School Monitoring- Support teaching 5) Out Reach programme (Margina lized children i.e Special needs/Economically/SC/ST/
Girls) 6) Organising Parent Teacher Meeting 7) AIDS Aware ness 8) Gender sensitization and Female Foeticide 9) Disaste r Management
152
PAPER-IX: SCHOOL EXPERINCE PROGRAMME (SEP) – TEACHING PRACTICE (School Teaching Subject I)
This programme must help Pupil-teacher to lea rn to function as a Teacher
One lesson in School Te ac hing Subje ct- I be delivered by Pupil-te acher in REAL SCHOOL at the end of the Se ssion be evaluated by a Team of Experts consisting of One Coordinato r (Head-Examine r) and two members (Sub-Examiners). CBW/Preparation of printe d teaching/lea rning materia l (for blind students) will be e valuated at the time of Skill in - Teaching exa mination which will carry 20 marks. No sessional work will be required.
DURING THE SESSION
I) SCHOOL TEACHING SUBJECT I
A) Any Five Micro-Teaching Skills with one (1) lesson on each skill Use of Chalk Board including Handwriting (Compulsory) Use of Teaching Aids (Compulsory)
1) Questioning 2) Introduc ing the Lesson 3) Use of Re inforcement 4) Stimulus Variation 5) Illustration with Examples
B .Micro Lessons-5 C . Mega Lessons-5 D . Discussion Lessons-2 E. Real Teaching 20 Lessons F . Final Discussion-1
(To be sele cted by the candidate out of two teaching subjec ts.)
153
PAPER-X: SCHOOL EXPERINCE PROGRAMME (SEP) – TEACHING PRACTICE (School Teac hing Subject II)
This programme must help Pupil-teacher to lea rn to function as a Teacher)
One lesson in Sc hool Teaching Subject- II be delivered by Pupil-tea cher in REAL SCHOOL at the end of the Session be evaluated by a Team of Experts consisting of One Coordinator (Head-Examine r) and two me mbers (Sub-Examiners). CBW/Preparation of printed teaching/lea rning materia l (for blind students) will be e valuated at the time of Skill in- Teaching examination which will carry 20 marks. No sessional work will be required.
DURING THE SESSION
I) SCHOOL TEACHING SUBJECT II
A) Any Five Micro-Teaching Skills with one (1) lesson on each skill Use of Chalk Board including Handwriting (Compulsory) Use of Teaching Aids (Compulsory)
1) Questioning 2) Introduc ing the Lesson 3) Use of Reinforcement 4) Stimulus Variation 5) Illustration with Examples
B .Micro Lessons-5 C . Mega Lessons-5 D . Discussion Lessons-2 E. Real Teaching 20 Lessons F . Final Discussion-1
(To be sele cted by the candidate out of two teaching subjects.)
154
PAPER- XI: PARTICIPATION IN CO-CURRICULAR SCHOOL-BASED ACTIVITIES
Grade s fr om O, A, B, C, D would be awarded. Portfolio would be maintained activity-wise for all including doc umentary proofs and
would be submitted before the commencement of the exams. These would be evaluated
by a team of Internal Experts .
Note: Select any Two of the Following.
A. Communication skills and Functional use of Language Lab B. Bha rat Scouts and Guides C. Lite rary Ac tivities D. Cultural Activities E. International and National Days Celebration F. Sports Activities
155
PAPER-X: SCHOOL EXPERINCE PROGRAMME (SEP) – TEACHING PRACTICE (School Teaching Subject I)
This programme must help Pupil-teacher to lea rn to function as a Teacher
One lesson in School Te ac hing Subje ct- I be delivered by Pupil-te acher in REAL SCHOOL at the end of the Se ssion be evaluated by a Team of Experts consisting of One Coordinator (Head-Examiner) and two members (Sub-Examiners). CBW/Preparation of printe d teaching/lea rning materia l (for blind students) will be e valuated at the time of Skill in - Teaching exa mination which will carry 20 marks. No sessional work will be required.
DURING THE SESSION
I) SCHOOL TEACHING SUBJECT I
A) Any Five Micro-Teaching Skills with one (1) lesson on each skill Use of Chalk Board including Handwriting (Compulsory) Use of Teaching Aids (Compulsory)
1) Questioning 2) Introduc ing the Lesson 3) Use of Reinforcement 4) Stimulus Variation 5) Illustration with Examples
B .Micro Lessons-5 C . Mega Lessons-5 D . Discussion Lessons-2 E. Real Teaching 20 Lessons F . Final Discussion-1
(To be sele cted by the candidate out of two teaching subjec ts.)
156
PAPER-XI: SCHOOL EXPERINCE PROGRAMME (SEP) – TEACHING PRACTICE (School Teac hing Subject II)
This programme must help Pupil-teacher to lea rn to function as a Teacher)
One lesson in School Teaching Subject- II be delivered by Pupil-tea cher in REAL SCHOOL at the end of the Session be eva luated by a Tea m of Experts consisting of One Coordinator (Head-Examine r) and two members (Sub-Examiners). CBW/Preparation of printe d teaching/lea rning materia l (for blind students) will be e valuated at the time of Skill in - Teaching exa mination which will carry 20 marks. No sessional work will be required.
DURING THE SESSION
I) SCHOOL TEACHING SUBJECT II
A) Any Five Micro-Teaching Skills with one (1) lesson on each skill Use of Chalk Board including Handwriting (Compulsory) Use of Teaching Aids (Compulsory)
1) Questioning 2) Introduc ing the Lesson 3) Use of Reinforcement 4) Stimulus Variation 5) Illustration with Examples
B .Micro Lessons-5 C . Mega Lessons-5 D . Discussion Lessons-2 E. Real Teaching 20 Lessons F . Final Discussion-1
(To be sele cted by the candidate out of two teaching subjec ts.)
157
158
PAPER-I: EDUCATION: PHILOSOPHICAL AND SOCIOLOGICAL BASES
Time: 3 Hours Max. Marks: 100 (Theory : 80, Internal: 2 0)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 1 6 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o explain the discipline of education in Philosophical and Sociological perspectives
o describe the role of education in desirable social change, sustainability, socio- economic development
o define emerging issues like social equality and equity, social cohesion, democracy, secularism, human rights, right to education and con cerns for the disadvantaged section of the society
o delineate the goal of education in the Indian Society o describe philosophy of Jainism and Buddhism o describe philosophy of Western philosophers o describe the concept of knowledge economy o explain globalization in the con text of Indian education system
COURSE CONTENTS
UNIT-I 1) Education: An Introduction
Meaning of Education Agencies of Education (Family, Peer Groups, Mass Media, School, and State) Types of Education (Formal, Non-Formal, Informal) Role of Education in Democracy, Secularism, Socialism, Environmental Protection and Conservation
2) Education and Philosophy Concept of Philosoph y Relationship between Education and Philosophy. Difference between Philosophy of Education and Educational Philosophy
3) a) Education to focus on- Learning to Know
159
Learning to Do Learning to Be Learning to Live Together. Knowledge : Concept, Types, Sources and Methods of Acquiring Knowledge.
b) Philosophical Analysis of Education, Teaching, Training and Indoctrination
UNIT-II
4) a) Educational Implications of Western Schools of Philosophy - Idealism Naturalism Pragmatism Existentialism
b) Educational Implications of Indian Schools of Philosophy - San kh ya Vedanta Buddhism Jainism
UNIT -III
5) Educational Goals in Indian Society Ancient and Modern Indian Goals: Purusharthas Education and Social change:
o Factors, Barriers o Education as an Instrument for Social Change
6) Education, Society and Social Justice Relationship between Education and Society Social Equity and Education
o Within Country: Between Region, Social Class, Caste, Gender and Religious Groups
o Among the Nations: Rich, Poor, Developed and Developing. Equality of Educational Opportunity U.N. Declaration of Human Rights, Right to Education Education for National Integration and International Understanding Role of Education in Empowerment of Women an d Weaker Sections including SC, ST, OBC and Minorities.
UNIT IV
7) Education for Economic Development Education for Economic Growth and Development Role of Education in Technological Empowerment
160
8) National Knowledge Economy National Knowledge Commission (NKC) Indian Knowledge System: Elementar y, Secondary & Higher Education NKC on Management of Education
9) Modernization Concept of Modernization Indicators of Mod ernization Education for Modernization
10) Globalization Concept Advantages and Disadvantages Competition, Collaboration and Partnership
161
SUGGESTED READINGS
Dagar B. S. & Dhull, I. (1994). Perspectives in Moral Education, New Delhi: Uppal Publishers
Gore, M. S. (1984). Education and Modernization In India . Jaipur: Rawat Publishers
Havighurst, R. (1995). Society and Education, Boston: Allyn and Bacon
Inkeles, A. (1987). What is Sociology? New Delhi: Prentice Hall of India
Kamat, A. R. (1985) . Education and Social Change in India , Mumbai: Samaiya Publishing House
M. H. R. D. (1990). Towards an Enlightened and Human Society, New Delhi: Department of Education
Maunheim, K. (1962). An Introduction to Sociology of Education, London: Routledge and Kegan Paul.
Pandey, K. P. (1983). Perspectives in Social Foundations of Education, Ghaziabad: Amitash Prakashan.
Pandey, R. S. (1982). An Introduction to Major Philosophies of Education , Agra: Vinod Publishing House
Thakur, A. S. & Berwal, S. (2007 ). Education in Emerging Indian Society , New Delhi: Mayur Paperbacks: National Publishing House.
162
PAPER II: LEARNER, LEARNING AND COGNITION
Time: 3 Hours Max. Marks: 100 (Theory : 80, Internal: 2 0*)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 1 6 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Lon g-answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o differentiate between Growth and Development and explain general principles of development
o identify the variables involved in teaching - learning process so as to infer teacher‟s role in making instruction effective
o explain various aspects of development during adolescent years so as to be able to solve the problem of adjustment of their pupils
o explain major approaches to learning and inter pret them vis-à-vis instructional applications, so as to be able to facilitate the learning of their pupils
o describe the needs of learner as individual and as a member of class room group so as to be able to facilitate personal and social development of their pupils
o explain the need and significance of guidance and counselling and to create an awareness of the approaches and strategies concerned
o explain the concept of thinking and its process o describe group d ynamics and its process including developing group mind
COURSE CONTENTS
UNIT-I 1) Educational Psychology and Teaching -Learning Process
Educational Psychology: Concept and Scope Concept of Teaching and Learning Variables in Teachin g Process. The Learning Task (Instructional Objective), Learner Behaviour (Entry B ehaviour) , and Teach er Behaviour (Competence, Expectation, Personality, and Teaching Style etc.) Role of Educational Psychology in Teaching- Learning process.
2) Growth and Developmental Pattern of Learners Concept of Growth and Development General Principles of Growth and Development Factors influencing Development
163
General and Environmen tal Aspects of Development, Physical and Motor, Cognitive (Piaget, Bruner), Social and Emotional (Ericson), Moral (Piaget, Kohlberg) Problems and Dilemmas of Adolescence (with Particular Reference to Indian Context) Guidance and Counselling-Concept, Types and Characteristics.
UNIT-II
3) Heredity and Environment Concept Relative Importance of Heredity and Environment in Learner‟s Development. Stages and Aspects of Development with Special Refer ence to Needs and Problems of Adolescents in the Indian contex t.
4) Approaches to Learning Introduction to Learning – Concept, Nature and Importance Behavioral- Trial and Error, Conditioning (Classical & Operant). Cognitive (Insightful Learning, and Information Processing Model) Constructivism- o Concept o Planning & Development of Learning Experience through
Constructivism. Co-operative Learning
o Concept o Practicability Motivation – Concept and Theories (Maslow‟s Theor y of Self- Actualization & Achievement Motivation b y David McClelland.)
UNIT -III 5) Nature of the Learner
Intelligence: Meaning, Nature and Theories of Intelligence, Measurement of Intelligence and Application of Intelligence Tests. Multiple Intelligence: C oncept, Types and Educational Implications. Creativity: Concept; Relationship with Intelligence; Techniques for fostering Creativity. Interest and Aptitude and their Assessment. Personality: Meaning, Nature and Assessment.
6) Factors affecting Learning
UNIT-IV 7) Mental Processes of Learning
Thinking Process - Concept & Tools
164
Types of Thinking - Divergent, Convergent, Critical, Reflective & Lateral Thinking. Mental Processes:
o Memory – Concept, Types & Strategies to develop Memory. o Forgetting – Nature, Causes, Factors & Strategies to Minimize
Forgetting. o Imagination – Meaning, Types and Educational Implications.
8) Group Dynamics/Group Learning Strategies Meaning and Characteristics of a Social Group. Group Dynamics – Process and its Importance in Learning. Importance of developing Group Mind (Group Cohesiveness) Sociometry - Uses and Importance.
* For Internal Assessment
i) Administration and Interpretation of an y one of the following tests on Peer Group:
a. Intelligence Test b. Interest Inventory c. Aptitude Test d. Personality Test 5 Marks
ii) Administration and Interpretation of any one of the above mentioned tests on School Students and Preparation of Sessional Work 5 Marks
iii) One test on an y topic out of the four units 5 Marks iv) Attendance 5 Marks
SUGGESTED READINGS
Aggarwal, J. C . Essential of Educational Psychology, Delhi: Doaba Book House
Allen, B. P. (2000). Personality Theories, Boston: Allyn and Bacon
Bhatnagar, S. (1980). Psychological Foundations of Teaching Learning and Development(Hindi), Meerut: Loyal Book Depot
Chauhan, S. S. (2001 ).Advanced Educational Psycholog y, New Delhi: Vikas Publishing House
De, Ceco & Crawford, L. (1988). The Psycholog y of Learning and Instruction, New Delhi:Prentice Hall
Rothestein, P. R. (1990). Educational Psychology, New York: McGraw Hills
Sharma, H.L.(2006). Dynamics of Creativity and Interest, New Delhi: Vista International Publishing House
165
Sharma, S. & Sharma, P. (2011) Psychological Foundations of Education , Agra: Agrawal Publication
Sprinthal, R. C. & Sprienthal, N. A. (1977). A Developmental Approach, New York: Addison Wesley
Wheldall, Kevin (2006). Developments in Educational Psycholo gy, New York: Routledge
Woolfolk , Anita (2004), Educational Psychology, published b y Darling Kindersley (India) Pvt. Ltd, Licensees of Pearson Education In South Asia
166
Paper-III (A) : SECONDARY EDUCATION IN INDIA Time: 1.30 Hours Max. Marks: 50
(Theory: 40, Internal:10)
NOT E FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to
attempt 3 questions. ii) Q. No. 1 will be compulsory and will carry 8 marks only. There will be 2 Short-
answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the two units, out of which
the students will be required to attempt one question from each unit. Long answer - type questions will carry 16 marks each.
OBJECTIVES
Pupil-teachers would be able to- o describe the historical background of secondary education in modern India o explain the problems of education and discuss the recommendations with
reference to Secondary Education Commission, Indian Education Commission, National Policy on Education and National Curriculum Frame-work-2005
o demonstrate the knowledge of constitutional obligations in relation to education in India
o describe the Secondary Education System in India o describe the problems and issues in Secondary Education o define the concept of Ex aminations reforms and their importance o explain teacher education at elementary and secondary level
COURSE CONTENTS
UNIT-1
1) Education in the Constitution of India Important Provisions Article 29, 30, 45 & their Implications, 42 nd & 72 nd
Amendments, and Right to Education 2) Problems and Issues in Elementary Education
Universalization of Elementary Education ( UEE), Education for All (EFA), District Primary Education Programme (DPEP), Important Interventions for UEE National Policies on Education
o NPE-1968 o NPE- 1986 o Programme of Action (1992) o Sarva Shiksha Abhiyan (SSA-2000) (Features, aims and Objectives) o National Curricular Framework -2005 (Needs and Objectives)
167
3) Problems and Issues in Secondary Education Evolution of 10+2+3 pattern as a National System of Education. General Aims of Secondary Education, Main Featu res of Secondary and Senior Secondary Curriculum. The study of the Languages and three lan guage formula Quality of Education- Concept, Parameters, Status and Prospects with focus on Objective outlined in Delor‟s Commission Report Vocationalization of Secondary Education
UNIT-II
1) Teacher Education at Secondary Lev el and Elementary level Objectives of Teacher Ed ucation at Secondar y level Pre-service and In-service Teacher Education at Secondary and Elementary level
2) Important Agencies- Their roles and functions: University Grants Commission (UGC), National Council of Education al Research and Training (NCERT), National Council for Teacher Edu cation (NCTE), National Assessment and Accreditation Council (NAAC), State Council of Education Research and Training (SCERT) & District Institute of Education and Training (DIETs)
3) Examination Reforms Concept and Importance Implementation of Continuous and Comprehensive Evaluation (Programme of Action 1992) Credit Based System- Concept, Merits and Limitations
SUGGESTED READINGS
Chopra, R. K. (1993). Status of Teachers in India, New Delhi: NCERT
Gupta, V. K. (2003). Development of Education System in India, Ludhiana: Vinod Publications.
Khan, R. S. & Ahamad, I (1997). Elementary Education and the Teacher, Delhi: IASE, Jamia Millia Islamia
Mehndi, Baqer, (1982) Nai Taleem Ke Masail, New Delhi: Maktaba Jamia
NCER T (1991). Elementary Teacher Education Curriculum: Guidelines and Syllabi, New Delhi: NCERT
168
Rajput, J. S. (1994). Universalisation of Elementary Education, Role of Teacher Education, New Delhi: Vikas Publishing House
Siddiqui, M. A. (1993). In -service Education of Teachers, New Delhi, NCERT
Singh, L. C. (Ed.), (1990). Teacher Education in India. A Resource Book, New Delhi: NCER T
Singh, L. C. & Sharma, P. C. (1995) Teacher Education and Teacher, New Delhi: Vikas Publishing House
Singh, R. P. (1990). Studies in Teacher Education, New Delhi: Bahri Publications
169
Paper-III (B) Opt (i): YOGA EDUCATION
Time: 1.30 Hours Max. Marks: 50 (Theory : 40, Internal: 1 0)
NOT E FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to
attempt 3 questions. ii) Q. No. 1 will be compulsory and will carry 8 marks. It will be comprised of 2 short-
answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, out of which
the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o define the philosophy of yoga o explain the psychology of yoga o describe the socio-moral base of yoga o explain physiolog y of Yoga o classif y yoga ,yogic diet and yogic lifestyle o explain medical aspects of yoga in terms of impr oving mental health and
reducing stress
COURSE CONTENTS
UNIT-1 1) Philosophy, Psychology and Kinds of Yoga
Philosophy of Yoga, Go als of Lif e and Yoga, Fundamental Concepts Common to all Schools of Indian Philosophy; the Trignna, the Concept of Prakrit, Purusha-Vishesha (Ishwar) and their relation with each other ; its meaning and kinds of Smadhi. Psychology of Yo ga: Chitta (mind) and the Metho ds of Chitta Control; Vritti, Pratyahara, Dharna and Dhyan a.
2) Physiolog y of Socio-Mor al bases- Kinds of Dh yana: Sthuula, Jyotir y and Sukshama, Nirmal Chitta and the Final Goal.
UNIT-II
3) Socio-Moral base of Yoga: The five YAMAS and the five NIYAMAS, the universal code of Socio-Moral restraints and Personal Observances leading to ideal adjustments in Social and Personal life. 4) Classification of Yoga: Raja Yoga (Ashtang Yo ga), Hatha-Yoga, Sankhya-Yoga,
Bhakti-Yo ga and Matra-Yoga. 5) Yogic Diet & its application in modern context.
170
Sessional Work
1. Participating in an y five Asanas of the following: Shavasana, Sarvangasana, Halasana, Paschimottanasana, Bhujangasana, Shalabhasana, Dhanurashna, Chakrasana, Vajrashna, Gomukhasana, Matsyanana, Janu- Shirasana, Ardhmatsyendrasana, Padmasana and Shirasasana.
2. Participation in Neti, Kapalbhati and Tratak. 3. Participation in Anulom- Vilom, Bhramari, Shitali, Ujjai Pranayamas. 4. Preparing a Workbook (project reports of the selected five Asanas, their
Physiolo gical, Psychological and Anatomical effects on Human Body, Mind, Senses and Intellect.)
For Internal Assessment
One Test – 2.5 Marks
One Assignment – 2.5 Marks
Sessional Work -2.5 Marks
Attendance – 2.5 Marks
SUGGESTED READINGS
Bawara, B. V. (1993). Aapki Apni Baat, Haryana: Divine Radiance Publications.
Besant, A. (2005). An Introduction to Yoga ., New Delhi: Cosmo
Iyenger, B.K.S. (1996). Lighter on Yoga . New Delhi: Harper Collins Publishers India Private Limited
Larson, J. G. & Bhattachar ya, R. S. (2007). Encyclopedia of Indian Philosophies, Vol. XII.Yoga : Gerald James Larson and Ram Shankar Bhattacharya, New Delhi: Motilal Banarsidass Publications.
Lata, P. (1996). Intelligence, Creativity, Self-concept and Personality C haracteristics of Delinquents and N on-delinquents . Chandigarh: Panjab University.
Lzmailovich, A. V. (1990). Sahaj Yoga as a cure for Epilepsy, Sochi Physiotherapy Hospital. U.S.S.R: Department of Curatology
Omand, S. (1960). Patanjali Yoga Pradeep . Gorakhpur: Gita Press
Rai, V.C. (1989). Effect of Sahaj Yoga Meditation on Cardiac Disorders . Delhi Medical College: Department of Physiology
Rao, P. V. K. (1995). Scientific and Psychological Significance of Yoga . Banaras Hindu University: Department of Education
171
Yadav, Y. P. & Yadav, R. (2003). Art of Yoga , New Delhi: Friends
Yogacharya,O. S. (2007). Freedom of Body and Mind : Yogasanas, Pran ayam and Meditation, New Delhi: Rawat
172
Paper-III (B) Opt. (ii): EDUCATIONAL VOCATIONAL GUIDANCE AND COUNSELLING
Time: 1.30 hours Max. Marks: 50 (Theory: 40, Internal: 10)
NOT E FOR PAPER SETTER i) Paper setter will set 5 questions in all, out of which students will be required to
attempt 3 questions. ii) Q. No. 1 will be compulsory and will carry 8 marks. It will be comprised of 2 short-
answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, out of which
the students will be required to attempt on e question from each unit. Long-answer type questions will carry 16 marks each.
OBJECTIVES Pupil teachers would be able to-
o explain the concepts of guidance and counselling o demonstrate an understanding of educational, vocational and personal
guidance o assess the needs of an individual correctly for solving problems o use testing devices and techniques of guidance o describe collection and dissemination of occupational guidance o explain problems faced by students in the contemporary world o describe the working of guidance centers
COURSE CONTENTS
UNIT-I 1) Introduction to guidance
Meaning , Nature, Scope & Functions of guidance Principles of guidance Need of guidance at various stages of life Types of guidance: Educational, Vocational and Personal guidance (their meaning, objectives, need and importance).
2) Procedure of Guidance Individual and group procedure of guidance, their nature and advantages Group guidance techniqu es- class-talks, career-talks, career-conference, group-discussion, field-visit, career-exhibition, audio-visual techniques Role of various community agencies in school guidance programme
3) Guidance Services and th eir organization in the Schools Types of Guidance services Role of school personnel in organizing guidance services.
173
UNIT-II
4) Counselling Concept of Counselling Theories of Counselling: Theor y of Self (Rogers) Types of Counselling: Directive, Non-directive, and Eclectic.
5) Process of counselling Skills in counselling (Listening, Questioning, Responding, and Communicating) Role of teacher as a Counsellor and professional ethics associated with it.
6) Techniques used in guidance: Questionnaire, Anecdotal records, Interview schedule, Case study, Diary and Autobiograph y. Cumulative Record Cards
SUGGESTED READINGS
Aggarwal, J. C . (200 4). Educational vocational guidance and counseling, Delhi: Doaba House Granz, R. M. (2005). Foundation and Principle of Guidance, Boston: Allyn & Bacon. Gupta, V. K. (2004).Educational Guidance and C ounselling, Ludhiana: Ankur Publications Jones, J. A. (1970). Principles of Guidance, Bombay: Tata, New York: McGraw Hill
Kocher, S. K. (2007). Educational Guidance and Counselling, New Delhi: Sterling
Myres, G. E. (2005). Principles and Techniques of Vocational Guidance, New York: McGraw Hill. NCER T (2008). Counselling process and strategies (Module 2). New Delhi: NCERT
NCER T (2008). Guidance for human development and adjustment (Module 3). NewDelhi: NCERT. NCER T (2008). Introduction to Guidance (Module 1). New Delhi: NCERT
Pandey, K. P. (2000). Educational and Vocational Guidance in India, Varanasi: VishwaVidyalaya Prakashan Rathus, S. A. & Nevied, J. S. (1980). Adjustment and Growth: The challen ges of life, New York: Rinehart and Winston Robinson (2005). Principles and Procedures in Student Counselling, New York: Harper & Row Strang, R. (2005). Counselling Techniques in Colleges and Secondary Schools, New York: Harper Sharma, R.A. (2008), Fundamentals of Guidance & Counseling, Meerut: R Lall Book Depot.
174
Paper-III B Opt . (iii): HEALTH AND PHYSICAL EDUCATION
Time: 1.30 Hours Max. Marks: 50 (Theory: 40, Internal:10)
NOT E FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to
attempt 3 questions. ii) Q. No. 1 will be compulsor y and will carry 8 marks only. It will be comprised of 2
short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, out of which
the students will be required to attempt on e question from each unit. Long-answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o explain the concept, aims and objectives of Health and Physical Education o describe hygienic environment along with contributing factors and its
importance o explain various Communicable diseases and first aid o demonstrate ability to describe balanced diet o explain good posture o define general medical standard of an individual.
COURSE CONTENTS
UNIT-I 1) Health Education
Concept Aims and objectives of health education Factors influencing health School health programmes School health services Role of the teacher in School Health programme
2) Physical Education Concept Misconception Aims and objectives Relation with general education.
3) Nutrition and Balan ced Diet Components of Balanced Diet Functions Major sources Malnutrition.
175
UNIT-II
1) Posture Concept and values Postural deformities and their Management. Personal Hygiene Environmental Hygiene Pollution and Global Warming
2) Communicable diseases- Mode, control and prevention 3) Physical Fitness and First Aid.
Physical fitness: Meaning, elements, and importance. First aid in the following – Hammaerage, Laceration, Contortion, dislocation, fracture, cuts, wounds, bites of insects, sprain and strain.
SUGGESTED READINGS
Bucher, C. A. (1964). Foundations of Physical Education , New York: Mosb y & Company
Kilander, H. F. (1971). School Health Education , New York: Mac Millan Company
Manjul, J. U. S. (1965). School Swasthya Shiksha, Agra University: Universal Publisher
176
Paper-III B Opt. (iv): ENVIRONMENTAL EDUCATION Time: 1.30 Hours Max. Marks: 50
(Theory: 40, Internal:10)
NOT E FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to
attempt 3 questions. ii) Q. No. 1 will be compulsory and will carry 8 marks. It will be comprised o f 2 short
answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, out of which
the students will be required to attempt on e question from each unit. Long-answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o define the concept of env ironmental education o explain components of environment and healthy environment o explain various global environmental issues o demonstrate knowledge of impact of technology on environment o define major eco-systems and their conservation o explain various kinds of pollution.
COURSE CONTENTS
UNIT-I 1) Environmental Education
Concept, definition, principles Need and importance Goals and objectives of environmental education for sustainable development. Methodologies of Environmental Education.
2) Teaching Environmental Education Various methods (survey, project and field trip) Role of school and teacher- various activities and associated skills Eco magazine Exhibition and plantation Eco-Club – meaning, objectives, structure, and activities
3) Environment Meaning and definition of Environment and its Components Principles of environment Major environmental problems Concept of healthy environment & efforts in this direction Conservation of environment: Government commitment in national and international fields.
177
UNIT-II 4) Global Environmental Issues.
Depletion of ozone layer. Glo bal Warming (Green House Effect) The major Eco-systems and their conservation- terrestrial and aquatic Eco- system
5) Types of Pollution Environment Pollution Soil Pollution Water Pollution Air Pollution Noise Pollution
6) Miscellaneous Environmental Issues. Forests and their conservation. Wildlife and its conservation. Conservation of energy resources. Alternate source of energy. Waste management. Population and environment- Human population growth and its problems Indoor environment.
SUGGESTED READINGS
Gupta, V. K. (1998). Environmental Education , Jallandhar: New Academic Publishing House
Kormond y, E. (1991). Concept of Ecology , New Delhi: Prentice Hall of India
Palmer, J. & Philps, N. (1994). The Handbook of Environmental Education, New York: Rout Ledge
Purdom, P. W. & Aredson S. (1980). Environmental Science , Columbus: Charlies E. Merril Publishing Co.
Sharma, P. D. (1993 ). Environmental Biology , Meerut: Rastogi & Co.
Sharma, R. C. & Tan, M. C. (eds) (1990). Source Books of Environmental Education for Secondary School Teachers . Bangkok: UNESCO
Ship, S A. B. (1996). Education for the Environmental Concerns, Implications and Predices . New Delhi: Radha Publication
178
PAPER-III (B) Opt. (v): DISTANCE AND OPEN LEARNING
Time: 1.30 Hours Max. Marks: 50 (Theory: 40, Internal:10)
NOT E FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to
attempt 3 qu estions. ii) Q. No. 1 will be compulsory and will carry 8 marks. It will be comprised of 2 short-
answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, out of which
the students will be required to attempt on e question from each unit. Long-answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o recall and explain the concept, scope and applications of distance education
o describe history and future of distance education o explain in own words the problems of distance learners o name the steps for the preparation of self instructional material- (SIM)
or self-learning material (SLM) o define role of mass media in distance education
COURSE CONTENTS UNIT-I
1) Concept of Distance Education (a) Distance Education and allied terms:
Non-formal Education De-schooling education Correspondence education Open education
(b) Scope of Distance education 2) Histor y, importance and Future of Distance Education in India
Present Status Histor y of Distance Edu cation Need and Importance of Distance Education Future of Distance Education in India
3) Mass media in Distance Education Print and Non-Print Media Audio -Visual Computer based media Learning through media
UNIT-II 4) Distance educator, Distance learners and Self Learnin g Material
179
Distance educators and their types Professional training in distance education
5) Different types of Distance Learn ers and their possible problems Student counselling services in Distance Edu cation Continuous assessment in Distance Education
6) Self Learning Material and its preparation Preparation of Self-Learning Material (SLM) Self-Instructional Material (SIM) format
SUGGESTED READINGS
Bates, A. W. (1995). Technology, Open Learning and Distance Education , London: Routledge.
Bates, T. (1993). Theory and Practice in the use of Technology in Distance Education , London: Routledge.
Dececco, John P. & Crawford, W. (1997). The Psychology of Learning and Instruction, New Delhi: Prentice Hall of India Pvt. Ltd.
Gagne, R.M. & Biggis, L.J. (1974). Principles of Instructional Design , New York: Rinehart & Winston.
Koul, B.N. & Creed, C. (1990). Study of Langu age Needs of C ommonwealth Students Studying at a Distance through the Medium of English , Report prepared for the British Council.
Masonh, R. (1998). Globalizing Education: Trends and Applications , London: Routledge.
Panda, Santosh (2006). Planning and Management in Distance Education, New Delhi: Viva Books.
Ramanujan, A. R . (1995). Reflections on Distance Education for India , New Delhi: Manak Publications Pvt. Ltd.
180
Paper-III B Opt. (vi): EDUCATIONAL MEASUREMENT AND EVALUATION
Time: 1.30 Hours Max. Marks: 50 (Theory: 40, Internal: 10)
NOTE FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to attempt 3
questions. ii) Q. No. 1 will be compulsory and will carry 8 marks. It will be comprised of 2 short-
answer type questions of 4 marks each to be se lected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, out of which
the students will be required to attempt one question from eac h unit. Long -answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o define Evaluation, Assessment and Measurement o explain Measureme nt Procedures in respect of Cognitive and Non-Cognitive
Tests o describe Norm Referenced (NRT) a nd Criterion Referenced Testing (CRT) o explain Approaches of Evaluation o classify and diffe rentiate Tools and Techniques of Evaluation o explain Continuous and Comprehensive Evaluation
COURSE CONTENTS
UNIT-I 1) Evaluation, Asse ssment a nd Measure ment
Fundamenta l Assumptions underlying the Concepts of Evaluation, Assessment and Measurement: Similarities and Differences Types of Scales: Nominal, Ordinal, Interval and Ratio Scales Characteristics of a Measuring Instrument, Concept of Re liability and Validity and their Me thods of Estimation
2) Measureme nt Procedures in respec t of Cognitive and Non-Cognitive Tests Ability Testing Procedures Disa bility Testing Procedures Uses Of Cognitive and Non-Cognitive Tests
3) Norm-Re ferenced and Criterion-Referenc ed Testing (NRT & CRT)) Concept of NRT and CRT and differe nce between NRT and CRT Developing tests under NRT and CRT Approaches Assessing the Difficulty Value a nd Discrimination Indices of Test Items; Estimation of Reliability and Va lidity for NRT and CRT Approaches
UNIT-II 4) Evaluation- Conce pt and Approaches
Definition, Need and Importance Characteristics of Evaluation Types of Evaluation, Advantage s and Disadvantages
181
5) Techniques and Tools of Evaluation Testing- Concept and Purposes Obse rvational Techniques Projective Techniques Rating Sca les, Intelligence Tests, Aptitude Tests, Inventories, the Anecdotal Records
6) Continuous, Comprehensive Evaluation and Credit Based Evaluation Continuous Evaluation Comprehensive Evaluation Credit Based Evalua tion Functions, Strengths and Limitations
SUGGESTED READINGS
Agarwal, S. N. (1976). Educational and Psychological Measurement, Agra: Vinod Pustak Bhanda r
Asthana, B. (2010). Measurement and Evaluation in Psychology and Educ ation, Agra: Aggarwal Publishers.
Balls, S. & Aderson, S. (1976). Encyclopedia of Educational Evaluation in Teaching, New York: McMillan.
Kubiszyn, T. & Borich, G. (1977). Educational Testing and Mea surement: Classroom Application and Practice, Ne w York: Harper Collins College Publisher
Thorndike, R. L. & Hagen, E. (1969). Measurement and Evaluation in Psychology and Education, New Delhi: John Wiley.
182
Paper-III B Opt. (vii): GENDER SENSITIZATION AND SCHOOL
Time: 1.30 Hours Max. Marks: 50 (Theory: 40, Inter nal:10)
NOTE FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be require d to attempt 3
questions. ii) Q. No. 1 will be compulsory and will carry 8 marks. It will be comprised of 2 short-
answer type questions of 4 marks each to be se lected from the entire syllabus. iii) Two long-answe r type questions will be set from e ac h of the two units, out of which the
students will be require d to a ttempt one question from each unit. Long-answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o explain the concepts of sex and gender. o demonstrate an understa nding of psychologic al a nd sociological pe rspectives
of sex a nd gende r. o explain the socia l construction of gender with special reference to family. o describe women educ ation and va rious laws protecting them. o list the factors c ontributing to ge nder inequalities in schooling. o describe the concept of women empowerment and various roles of women in
sustainable deve lopment.
COURSE CONTENTS
UNIT-I 1) Sex and Gender
Psychological and Sociologica l perspectives o Radical Feminism- Gender, pa tria rchy, reproductive technology, and
motherhood o Socialist – Fe minis;-c lass, gender and division o Indian Women- Family, caste, class, c ulture, religion and social system.
2) Social construction of gende r Socialization Family Gender identity; the media, gender roles and stereotypes; cla ss, caste, community and gender re lations
3) Women Education and Law Women ac ce ss to and participation in formal education Women a nd non-formal education Media and women National effort to protect women‟s rights
UNIT-II 1) Gender inequalities in schooling
Organisation of schooling
183
Gender bias in text books Curricular choices and Hidden curric ulum (teacher attitude, classroom interaction and peer culture)
2) Gender and Schooling –Educa tion for gender equity Case studies of interventions in school education Reflections from the field and stra tegies for c hange The Lok Jumbish Experience
3) Education a nd Empowerment of Women Concept and importance Women and sustainable development Special role of women as protector of environment Waste mana gement a nd women Women as workers
SUGGESTED READINGS
Bordia, A. (2007). Education for gender equity: The Lok Jumbish experience, p 313-329
Chatterji, S. A. (1993). The Indian Women in perspective, Ne w Delhi: Vikas Publishing
Devendra, K. (1994). Changing status of women in India, New Delhi: Vikas Publishing House
Gupta, A. K. (1986). Women and Society, New Delhi: Sterling Publications
Ministry of Education (1959). Report of National Committtee of Women‟s Education. New Delhi: ME
Ruhela, S. (1988). Understanding the Indian Women Today; Delhi: Indian Publishers Distributors
Thakur, H. K. (1988). Women and Development planning (Case study of Nauhatta Block), New Delhi: Vikas Publishing House
184
PAPER-III (B) Opt. (viii): HUMAN RIGHTS AND PEACE EDUCATION
Time: 1.30 Hours Max. Marks: 50 (Theory: 40, Internal:10)
NOT E FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to
attempt 3 questions. ii) Q. No. 1 will be compulsory and will carry 8 marks. It will be comprised of 2 short-
answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, o ut of which
the students will be required to attempt on e question from each unit. Long-answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o describe various human rights o classify human rights o illustrate h uman rights commissions o list the domains of human rights o explain constitution al and institutional safeguards o state problems of Refugees o define UN Principles in association with human rights o Understand the concept, need and implementation of peace educatio n.
COURSE CONTENTS
UNIT -I 1) Human Rights Education
Role of UNESCO, Role of School, Education up to 14 years as Fundamental Right, Fundamental Duties, Media and its role. Constitutional and Institutional safeguards to Human Rights, National Human Rights Commission (NHRC) and associated Human Rights Commission.
2) Vital Domains of Human Rights Right to Information, Poverty, Child Labour, and Environment Human Rights in relation to Women, Terrorism, and Disabled Human Rights in India United Nations and Human Rights
UNIT-II
3) Judicial Activism Human Rights Violation and Police Problem of Refugees and Internationally Displaced Persons
185
4) Custodial Justice Guidelines to Police Commissioners and District Magistrates Standard Rules for Treatment of Prisoners UN Principles for Protection of Prisoners
5) Peace Education Concept, Need Implementation of Peace Education at various lev els
SUGGESTED READINGS
Devine, C., & Wilde, C. R. H. R. (1999). Human Rights: Essential Reference Book,
Donnelly, J. (2003). Universal Human Rights in Theory and Pr actice, New Delhi: Sterling.
Kaarthikeyan, D.R (2005). Human Rights:Problems and Solutions. New Delhi: Gyan Publishing House http://www.gyanbookscom.
Maria, A. (2002). Women Empowerment Teacher-Education Edutracks, VIII, p.11-17.
Smith, R. (2008). Essentials of Human Rights. New Delhi: Sterling Publications.
WWW. Youth for Human Rights. Org.
186
Paper-IV (A): CURRICULUM AND SCHOOL MANAGEMENT
Time: 1.30 Hours Max. Marks: 50 (Theory: 40, Internal:10)
NOT E FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to
attempt 3 questions. ii) Q. No. 1 will be compulsory and will carry 8 marks. It will be comprised of 2 short-
answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, out of which
the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o develop an understanding of the concept, principles and steps of curriculum development
o develop an understanding of the concept, need, scope and functions of school management
o develop an understanding of different components of human and material resources of the school
o develop an understanding and awareness of various characteristics of a quality school
o develop an understanding of the concept, need and importance, types and principles of time-table construction, school-records and co-curricular activities
o develop an understanding of the concept and principles of classroom management
o develop an understanding of the role of a teacher in class-room management
COURSE CONTENTS
UNIT-1
1) Curriculum Meaning Importance Bases of Curriculum
2) Curriculum Development Concept, Need and Importance of Curriculum Development. Principles of Curriculum Development. Factors affecting Curriculum Development: Philosophical, Social and Psychological.
187
3) Steps of Curriculum Development and Evaluation of C urriculum.
UNIT-II 1) School Management
Sch ool Management: Concept, Need, Nature, Scope and Functions. Management of Human and Material Resources: Components of Human and Material Resources, Responsibilities and Qualities of a Headmaster and a Teacher; Relationship of a Headmaster and a Teacher, Characteristics and Maintenance of a School Plan.
2) Classroom Management: Concept, Principles, Problems and Solutions, factors and Role of a Teacher.
Maintenance of School-Records: Need and Importance, Advantages, Requisites and Types of School-Records. Time-Table: Concept, Need, Importance, Types and Principles of Construction of School Time Table. Co-curricular Activities: Meaning, Importance, Types and Principles of Organizing Co-curricular Activities, Organization of Morning Assembly, Field trips, School Publication, NCC, Dramatics, Debates and Discussions, Declamations and Symposia.
SUGGESTED READINGS
Agarwal, V. & Bhatnager, R. P. (1997). Educational Administration, Meerut: R. Lall Book Depot.
Aggarwal, J. C. (1967). Education Administration, School Organisation and Super vision, Delhi: Arya Book Dept
Aggarwal, J. C. (2003). Hnadbook of Curriculum and Instruction, Delhi: Doaba Book House
Bhatia, K. K. & Chadda D. P. C. (1980). Modern Indian Education and its problems, Ludhiana: Prakash Brothers
Chopra, R. K. (1993). Status of Teacher in India, New Delhi: NCERT
Goodland, J. (1979). Curriculum Enquiry the Study of Curriculum Practices. New York: McGraw Hill
Hass,G. (1991). Curriculum Planning, A new Approach, Boston: Allyn Bacon
Hooer, R.(1971). Curriculum: Context, Design and Development, New Yo rk: Longmans
188
Lawten, D. (1986). School Curriculum Planning, London: Holders and Stayhton
Menon, T. K. N. & Kaul, G. N. (1954). Experiments in Teacher Training, New Delhi: Sterling Publishers
Nicholls, H. (1978). Developing Curriculum- A Practical Guid e, London: George Aleen and Unwin
Payne, D. A. (1973). Curriculum Coalition: Commentaries on Purpose, Process and Product, Boston: D.C. Heath
Siddiqi, M. A. (1993). In Service Education of Teachers, New Delhi: NCERT
Singh, L. C. & Sharma, P. C. (1995). Teacher Education and the Teacher, New Delhi: Vikas Publishing House
Singh, R. P. (1990). Studies in Teacher Education, New Delhi: Bahri Publication
Taba, H. (1962). Curriculum Development: Theory and Practice, New York: Harcourt, Brace and world
William, M. A. (1966). Planning Curriculum for Schools. New York: Rinchart and Winston
189
PAPER-IV (B): INCLUSIVE E DUCATION
Time: 1.30 Hours Max. Marks: 50 (Theory:40,Internal:10)
NOTE FOR PAPER SETTER i) Paper setters will set 5 questions in all, out of which students will be required to attempt 3
questions. ii) Q. No. 1 will be compulsory and will carr y 8 marks. It will be comprised of 2 short answer -
type qu estions of 4 mark s each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the two units, out of which the
students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each.
OBJECTIVES Pupil-teachers would be able to-
o develop an understanding of the concept, principles and models of inclusive Education in the context of education for all
o identify and address diverse needs of all learners o familiarize with the trends and issues in inclusive education o develop an attitude to foster inclusive education o develop an understanding of the role of facilitators in inclusive education
COURSE CONTENTS
UNIT-I
1) Introduction to Inclusive Education Concept, Meaning and Need Transition from Segregation to Inclusion Principles Models National Policy for Person with Disabilities 2006 with reference to Inclusive Education. Sarva Shiksha Abhiyaan-2002 with reference to Inclusive Education.
2) Special Educational Needs (SEN) of Learners in Inclusive School Identification of Diverse Needs of SEN Learners and Referrals Disabilities in Children and their SEN: Hearin g Impairment, Visual Impairment, Low Vision, Orthopaedic Impairment, Intellectual Impairment, Cerebral Palsy, Learning Disabilities and Multiple Disabilities Types and Use of Assistive Devices for Learners with SEN Barriers in Inclusive Education: Attitudinal, Social and Educational Educational Concessions and Facilities .
190
UNIT-II
3) Planning and Managing Inclusive Curriculum in Schools School Readiness and School Transition Individualized Educational Plan ( IEP): Development & Implementation. Practices and Classroom Management in In clusive Education: Seating Arrangement, Who le class Teaching, Collaborative Teaching, Activity-Based Learning, Peer-Tutoring and Co-operative learning. Curricular and Instructional acommodations
4) Facilitators for Inclusive Education Need for Multidisciplinary Approach Role and Responsibilities: General, Special and Resource Teachers Role and Responsibilities: Family and Community Parent- Professional Partnership:Need and Relevance
SUGGESTE D READINGS
Adrian A., John E. (1998). Educating Children with Special Needs, New Delhi: Prentice Hall
Alur, M. and Buch, M. (2010). The Journey for I nclusive Education in the Indian Subcontinent. New York: Routledge.
Baquer, A. & Sharma, A. (1997). Disability: Challenges Vs. Responses, Can Publishing
Bartlett, L. D., Weisentein, G.R. (2003). Successful Inclusion for Educational Leaders. New Jersey: Prentice Hall
Chaote J. S. (1991). Successful Mainstreaming, New York: Allyn & Bacon
Daniels, H. (1999). Inclusive Education, London: Kagan
Deiner, P.L. (2000). Resource for Teaching Children with D iverse Abilities, Florida: Har court Brace & Company
Dessent, T. (1987). Making Ordinary School Special, Jessica Kingsley Publishing
Gargiulo, R.M. (1997). Special Education in Contemporary Society: An Introduction to Exceptionality. Belmont: Wadswort publications
Gathoo, V. (2004). Curriculum Strategies and Adaptations for Children with Hearing Impairment. New Delhi: Kanishka Publishing
191
Giuliani, G. A. & A., M. (2002). Education of children with Special Needs: From Segregation to Inclu sion, New Delhi: Sage Publications
Hollahan, D. P. & Kauffman, J. M. (2000). Exceptional Learners: Introduction to Special Education, Boston: Allyn and Bacon.
Joyce S. Shoate (1997). Successful Inclusive Teaching, Boston: Allyn & Bacon
Karant, P. & R. , J. (2003). Learning Disabilities in India, New Delhi: Sage Publication
Mohapatra, C. S. (ed.) (2004). Disability Management in India: Challenges and Commitments. New Delhi: Indian Institute of Public Administration
Mani, M. N. G. (2004). Successful Inclusion Strategies for Secondary and Middle School Teachers, New Delhi: Sage Publishing House
Jha, M. M. (2002). School Without Walls: Inclusive Education for All. Oxford: Heinemann.
Mathew, S. (2004). Education of Children with Hearing Impairment, RC I, New Delhi: Kanishka Publications
Panda, K. C. (1997). Education of Exceptional C hildren, New Delhi: Vikas Publications
Sedlak, Ribert, A. & Schlosss P. (1986). Instructional Methods for Students with Learning and Behavior Problems, New York: Allyn & Bacon
Yesseldyke, J. S. & Algozzine, B. (1998). Special Education: A Practical Approach to Teachers. New Delhi: Kanishka Publishers, Distributers.
192
PAPER -V: INFORMATION, COMMUNICATION AND EDUCATIONAL TECHNOLOGY
Time: 3 Hours Max. Marks: 100 (Theory:80, Internal:20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to
attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised o f 4 short-
answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the FOUR units, out of
which the students will be required to attempt one question from each unit. Long- answer type questions will carr y 16 marks each.
iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o define the concept of ICT o understand the role of Information Communication Technology in present
and future o und erstand computer network and use of internet in teachin g and learning o get awareness of computer usage and its importance in education o define the scope and importance of educational technology in
contemporary society o explain emerging technologies exhibiting proper perspective and attitudes o acquire theoretical bases of educational technology and to develop
awareness about recent development in the area of Educational Technology
COURSE CONTENTS
UNIT-1 1) Information and Communication Technolog y
Meaning and Concept Models of Communication , Classroom Communication Concept of Tele-communication and Satellite-communication- Teleconferencing, Video Conferencin g
2) Introduction to computers Input and Output devices MS Office-2003 onwards (Word, Excel, MS Access, PowerPoint, Paint) Computer care- Viruses, Security and maintenance Uses and Applications of computer .
3) Networking Internet and its Working-WWW, Educational website, E-mail
E-learning and Virtual Classrooms
193
Multimedia-Meaning, Concept, Required Software, and use in education
UNIT-II 4. Educational Tech nology
Meaning and Concept Scope & Significance
5. Training Strategies Simulation and Micro Teaching
6. Thinking Skills Concept, Typ es, Various strategies for developing Thinking
UNIT -III 7. Innovations in Teaching-Learning
System Approach Personalized Instru ctional System Co-operative learning Language Laboratory
8. Models of Teaching Concept Fundamental Elements of Models of teaching Types of Teaching Model
9. Glaser‟s basic Teaching Model, Inquiry Training Model, Mastery Learning Model
UNIT-IV 10 . Action Research
Concept, Need and Importance o f Action Research Procedure of Action Research Developing a few action Research Projects in School context.
11. Educational statistics Meaning and Importance Statistical data and its Organization Graphical representation of data: Histogram, Bar Diagram, Frequency Polygon, Ogive Measures of Central Tendency- Mean, Median and Mode
SUGGESTED READINGS
Best, John W. & Kahn, J. (1995). Research in Education, New Delhi: Prentice Hall. Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education. New York. Routledge. Garret, H. E. (1956), Elementary Statistics, Longmans, Green & Co., New York. Good, C.V. & Douglas, E.S. (1954), Methods in Social Research, New York: McGraw Hill.
194
Jenkins, J. (1998). Distance Education, the Internet and the learnin g Culture, A paper presented in International Conference on Collaborative Networked Learning, New Delhi: IGNOU. Jon, N. (1981). A Teachers Guide to Action Resea rch, London: Grant McIntyre Limited. Kasturiranjan, K. (1995). Valedictory address in the seminar on Technologies for
Education Networking , New Delhi: IGNOU. Kulkarni, S.S. (1986 ). Introduction to Education Technology, New Delhi: Oxford & IBH Publishing Co. Kumar, K.L. (1996). Educational Technology and Communication Media, Cuttack: Nalanda. McMillan, J.H. & Schumarcher, S. (1989). Research in Education: A Conceptual Introduction , New York: Harper & Collins. Mehra, Vandana (2004) Educational Tech nology, New Delhi : S S Publishers. Mohanty, J. (1992). Educational Technology, New Delhi: Deep and Deep Publication. Mukhopadhaya, M. (ed.) (2005). Education Techn ology Knowledge Assessment, New Delhi: Shipra Publications. Richmond , W. R. (ed.) (1900). The Concept of Education Technology: A Dialogue with Yourself, London: Weidenfield and Nicolson. Sampath, K., Pannirselvam, A. & Santhanam, S. (1990). Introduction to Educational Technology, New Delhi: Sterling Publishers Private Limited. Sharma, Hemant Lata an d Sharma, Savita (2010). Learnin g to Learn with Love: Theory and Practice of Co-operative Learning, New Delhi: Gagandeep Publications Sutherland, R., Robertson, S. and Peter John. (2009). Improving Classroom Learning with ICT, New York: Routledge. Takewale, R. G. (1995). Technologies for Edu cational Network, Presidential address in the seminar on Technologies for Educational Networking, New Delhi: IGNOU. Urns, R.B. (1991). Introduction to Research in Education , New Delhi: Prentice hall.
195
Paper-VI & VII (Group A) Opt (i): TEACHING OF HINDI
Time: 3 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt on e question from each unit. Lon g-answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o define the nature, need & principles of Hindi Language
o explain different methods of teaching of Hindi
o demonstrate the use of various audio visual aids
o explain objectives and steps of teaching prose, poetry & grammar of Hindi
o explain the meaning of evaluation and types of evaluating techniq ues.
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198
Paper-VI & VII (Group A) Opt. (ii): TEACHING OF ENGLISH
Time: 3 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 1 6 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o explain the concept of English and its elements o define linguistic skills and process of development among pupils o conduct pedagogical analysis and develop teaching skills. o explain the concept of evaluation and methods of evaluating the
performance of students. o critically explain various teaching methods. o demonstrate language competencies.
COURSE CONTENTS
UNIT -I
1) Language and Distinctive Features of English Meaning, Importance and Functions of Language Linguistic Characteristics of English Linguistic Principles, and Aims and Objectives of Teaching English.
2) Pedagogical Analysis of one lesson each from- Prose Poetry Composition and Grammar
UNIT-II
3) Learner centered Approaches and Methods of Teaching Difference between „Approach‟ and „Method ‟. Direct Method, Bi-lingual method, Communicative Approach, Constructive Approach and Co-operative Learning Teaching of Prose, Poetry, Composition and Grammar- Objectives and Methodology Micro and Mega Lessons
199
4) Instructional Material: Importance and their effective use. Television Films and Audio C. Ds Language Laboratory: An important Instructional aid
o Concept and Components Use of ICT for Language Competency
UNIT -III 5) Developing Language Skills- Listening and Speaking
Features of English Pron unciation, Elementar y Knowledge of English Sounds. Stress, Rhythm, Intonation, Patterns and their Implications. .
6) Developing Language Skills – Reading and Writing Teaching Mechanism of Reading. Teaching Reading to Beginners Teaching Reading with C omprehension. Meaning, Need and Importance of Writing Methods of Teaching Writing Writing and Handwriting- Characteristics of good Handwritin g, Causes of Bad Handwriting and Measures to Improve Handwriting
UNIT-IV
7) Co -curricular Activities related to English Usefulness of Language Games, Quiz, Debates, Group-Discussions and other Co- curricular Activities in Teaching and Learning of English.
8) Remedial and Enrichment Content Meaning and Significance of Remedial Teaching Common Errors in English and their R emoval through Remedial Teaching
9) Evaluation Procedu re Comprehensive and Continuous Evaluation Formative and Summative Evaluation
SUGGESTED READINGS
Crown, G. (1977). Listening to Spoken En glish. London: Longman.
Christopherson, P. (1972). Second Language learning, New Delhi: Penguin.
Chaturvedi, M. G. (1973). A Contrastive Study of Hindi-English Phonology, New Delhi: National Publishing.
200
Dodson, C. J. (1972). Language Teaching & the Bilingual Method, Pitman Publishing.
Erben, T., Ban,Ruth and Castaneda, Martha (2009). Teaching English Language Learners through Technology, New York: Routledge.
Frisby. A. W. (1970). Teaching English: Notes and Comments in Teaching En glish Overseas, London: E.L.B.S.
Girad, B. (1972). Linguistics and foreign Language Teaching, London: Longman
Hayes, B. L. (ed.) (199 1). Effective strategies for teaching reading, Lo ndon: Allyn & Bacon
Nation, I. S. P. (2009). Teaching ESL/ EFL Reading and Writing, New York: Routledge.
Sachdeva, M.S. (2007). Teaching of English, Patiala: Twenty First Century Publications.
Sharma, P. (2011). Teaching of English: Skill and Methods, Delhi: Shipra Publication.
Wilkins, D. A. (1983). Linguistics in English Teaching. London: Edward Arnold ELBS Editions.
201
PAPER-VI &VII (Group A) Opt. (iii): TEACHING OF PUNJ ABI
Time: 3 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o develop awareness about basic concepts related to teaching of Punjabi at the secondar y level
o develop various skills e.g. language skills, use of techniques of evaluation, teaching skills (micro-teaching skills)etc.
o use current method of teaching Punjabi
COURSE CONTENTS
UNIT-I 1) Nature of Punjabi Language, Aims and Objectives and Principles of Teaching.
The nature and importan ce of language – its origin and development Origin and development of Punjabi language and its script Role of mother tongue in the education of a child Aims & objectives of teaching of Punjabi General Principles and maxims of teaching of Punjabi
2) Content and Pedagogical Analysis* *Note: The Teacher will demonstrate pedagogical analysis of any one of the topics from prose and po etry. The students are expected to do pedagogical analysis of both the types. The examiner therefore can ask for pedagogical analysis of any one o f the topics related to prose and poetr y.
3) Development of Language skills Listening Speaking Reading Writing
202
UNIT-II 4) Development of Micro lessons based on skills of questioning, explaining
illustration and stimulus variation. Role of language activities
Debates Recitation Story telling Symposium
5) Methodology Modern methods of teaching language with specific reference to:
Project method Play way method Discussion method Correlation method Observation method
UNIT -III 6) Methods of teaching prose, poetr y, composition and grammar 7) Preparation of lesson plans for each of the above aspects of language.
UNIT-IV 8) Instructional Material
Audio -visual Aids: Mean ing, importance and their kinds. Proper use of these in teaching of Punjabi Construction of curriculum of Punjabi language, critical appraisal of Punjabi curriculum at secondary school level Qualities of a good Punjabi tex t book, criteria governing th e construction of Punjabi text books.
9) Evaluation: Modern concept of evaluation in Language Different types of techniques and tests for evaluating diff erent language skills. Construction of
o Oral typ e tests o Short-answer type tests o Objective-type tests o Essay-type tests o Diagnostic tests
SUGGESTED READINGS
Jas, J.S. and Singh, M. (2012). Matri Bhasha Di Shiksha Vidhi. Jalandhar: New Book Company. Nandra, I.S. (2008). Panjabi Bhasha Da Adhyapan. Patiala: Twenty First Century Publication.
203
Sekhon, S. S. & Singh, P. P. (1961). Punjabi Boli Da Itihas. Punjab: Bhasha Vibhag Sekhon, S.S. and Sekhon, M.K. (2009). Panjabi Bhasha Da Adhyapan. Ludhiana: Kalyani Publishers. Singh, G.B. (1981). Gurumukhi Lipi Da Janam Te Vikas. Chandigarh: Punjab University Publication Bureau Singh, G. (1971). Gurumukhi Lipi Bare. Ludhiana: Lahore Book Shop Singh, H. (1966). Punjabi Bare. Patiala: Punjabi University
204
Paper-VI & VII (Group A) Opt (iv): TEACHING OF SANSKRIT
Time: 3 Hours Max. Mar ks: 100 (Theory: 80, Internal: 20)
NOTE FOR PAPER SETTER i) Pa per setters will se t 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and carry 16 marks. It will be comprised of 4 short- will answer type que stions of 4 marks each to be selected from the e ntire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o explain the nature, need & principles of Sanskrit Language o describe diffe rent methods of teaching of Sanskrit o demonstrate the use of various audio visual aids o explain the objectives and steps of teac hing prose, poetry, composition &
grammar of Sanskrit o define the meaning of evaluation and types of evaluating techniques o explain and organise different type of co-c urricular activities relate d to
Sanskrit. (Shloka Recitation, Lecture, Dramatization and other creative competitions)
205
¼ ½
PAPER-VI & VII (Group A) Option-(v) TEACHING OF URDU
Time: 3.00 Hrs M. Marks: 100
(Theory: 80, Internal:20)
NOTE FOR PAPER SETTER
i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions.
ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus.
iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long-answer type questions will carry 16 marks each.
iv) All questions will carry equal marks.
OBJECTIVES
Pupil-teachers would be able to-
explain the concept of Urdu and its elements define linguistic skills an d development of these skills among pupils conduct pedagogical an alysis on two lessons in Urdu and develop teaching skills. explain the concept of evaluation and methods of evaluating the performance of students. critically explain various methods for teaching Urdu. demonstrate language co mpetencies.
COURSE CONTENTS
Unit-I Objectives of Teaching, Remedial and Enrichment Content
i) Objectives of teaching Urdu at secondary and senior secondary level
Statement of objectives in behavioural terms
Trilingual formula
i) Nature, development, forms, functions and significant movements in mode of Urdu
Literature.
Urdu language, its phonetic structure, morphological structure and syntactic structure
Children literature
206
Unit-II Pedagogical Analysis
Unit planning in Urdu
Pedagogical Analysis of six lessons in Urdu
Identification of linguistic and ideational content of the lesson
Unit-III: Approaches Methods of Teaching Urdu and Text Book
i) Prose: Objectives and methodology teaching of story and drama, lesson planning.
Poetry: Objectives and methodology, lesson planning
Grammar: Objectives and methodology
Speech development: speech defects, causes and remedies
Writing: composition, objectives and methodology, spelling errors, causes and corrections
Reading: loud reading, silent reading, intensive and extensive reading, self reading, Reading Habits.
i) Urdu Text book and its evaluation
Supplementary Readers
Use of A.V. Aids in Urdu teaching
Unit-IV: Activities Related to Urdu, Evaluation and Action Research
Activities to develop listening and speaking competencies, reading competencies and writing competencies
Evaluation
Continuous and comprehensive evaluation
Development of Test items, Essay , Short Answer and objective types
Preparation of achievement test, administration, analysis and reporting
Diagnostic Testing and remedial Teaching
Action Research in Urdu
Concept and Importance of Action Research
Planning for Action Research
207
208
PAPER-VI & VII (Group B) Opt. (i): TEACHING OF MATHEMATICS
Time: 3 Hours Max. Marks: 100 (Theory: 80, Internal:20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o explain the meaning, nature, aims and objectives of mathematics o differentiate between methods and techniques of teaching mathematics o perform pedagogical analysis of various concepts in mathematics o describe instructional planning and development of relev ant material for
the teaching of mathematics o demonstrate uses of I.C.T. in teaching of mathematics o describe continuous and comprehensive evaluation, diagnostic testing
and remedial teaching in mathematics o explain importance and uses of learning resources in mathematics
COURSE CONTENTS
UNIT-I 1) Concept and aims of Teaching of Mathematics
Meaning and Nature of Mathematics Values to be taught through teaching of Math ematics Aims and Objectives of Teaching Mathematics at Secondary stage Writing objectives in terms of behavioural outcomes of students.
2) Diagnostic Testing and Remedial Teaching for Gifted Learners Slow Learners Learners with Dyscalculia
Difficulties Faced b y the Teachers in Teaching of Mathematics and Suggestive Measures to overcome them.
209
UNIT-II 3) Methods of Teaching Mathematics
Lecture-cum-Demonstration Inductive-Deductive Analytic-Synthetic Problem Solving Laboratory Project
4) Techniques of Teaching Mathematics Oral work Written Work Drill-work Home Assignment Self-study Supervised Study
UNIT -III
5) Learning Resource Importance and Organization of Mathematics Club Visits, Excursions, Math Ex hibitions and Mathematics Fairs Importance and Setting up of Math Laboratory.
6) Instructional Planning and Material Dev elopment Preparation of Micro Lesson Plan Preparation of Simulated Lesson Plan Preparation of Classroom Lesson Plan Preparation and use of Audio-Visual Material and equipments Application of I.C.T in Teaching of Mathematics.
UNIT-IV 7) Unit Analysis
Formulation of objectives Learning Experience Choosing Method and Material Evaluation.
8) Pedagogical Analysis of an y one of the following- Central tendencies Mean, Median, Mode Congruency Trigonometry Area Volume Linear and Quadratic Eq uations Ratio and Proportion
Following points should be followed while performing Pedago gical analysis
210
Identification of concepts Listing behavioural Outcomes Listing Activities and ex periences Listing Evaluation Techniques.
9) Evaluation. Continuous and Comprehensive Evaluation Development of Test Items
o Short-Answer Type o Objective-Type
Diagnostic Testing and Remedial Teaching Preparation of an Achiev ement Test Criterion and Norm Referenced Test.
SUGGESTED READINGS
Butler, C. H. & Wren, K. H. (1980). The Teaching of Secondar y Mathematics. New York: McGraw-Hill Book Company.
Carey, L.M. (1975). Measuring and Evaluating School Learnin g. Boston: Allyn and Bacon.
Copeland, R.W. (1979). How Children Learn Mathematics, New York : McMillan Publishing Company.
Dave, R. H. & Saxena, R. C. (1970). Curriculum and Teaching of Maths in Secondary Schools, A Research Monograph. Delhi: NCERT
David Wood (1988 ). How Children Think and Learn. Oxford U.K.: Blackwell Publishers Ltd.
Davis, D.R. (1951). The Teaching of Mathematics. London: Addison Wesclyh Press.
Kapur, J.N. (1991). Suggested Experiments in School Mathematics. New Delhi: Arya Book Depot
Jain, S. L. (1973). Ganit Shikshan . Jaipur: Hindi Granth Academy
Kapoor, J. N. (1988). Vidyalaya Ganik ke Liye San Prayog. New Delhi: Arya Book Depot Kulshrestha, A. K. (2007). Teaching o f Mathematics. Meerut: R. Lall Book Depo t
Mangal, S. K. (2007). Teaching of Mathematics. New Delhi: Arya Book Depot
Shankaran & Gupta, H. N. (1984). Content-cum-Methodology of Teaching Mathematics. New Delhi: NCERT
211
Thomas, A. S. (1993). Mathematics for Elementary Teachers (An Interactive Approach). Florida: HBJ Publishers
212
PAPER-VI & VII (Group B) Opt. (ii): TEACHING OF HOME SCIENCE
Time: 3 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to:
o develop understanding of the aim of teaching of Home Science o develop understanding of the various methods and procedures required for
teaching Home Science effectively o develop basic skills and competencies requir ed for teaching of Home
Science o develop practical skill to organize various activities related to Home
Science o develop skills and competencies required for preparing teachin g-aids in
teaching of Home Science o develop competencies and skill for effective evalu ation in Home Science
COURSE CONTENTS
UNIT-I 1) Home Science
The Concept, Meaning and Components Place of Home Science in Secondary Education. Aims and Objectives of teachin g of Home Science.
2) Writing objectives in behavioural terms Correlation of Home Science with other school subjects.
UNIT-II 3) Content and Pedagogical Analysis
Foods, Nutrition & Health Child Care Fiber and Fabric
4) Home management Importance of Planning Principles of Budget Making
213
Hygiene and Sanitation
UNIT -III 5) Methods of Teaching and Micro-teaching Skills
General Principles and Methods of Teaching-Project method, Discussion method, Demonstration, Practical and Individual work Micro-teaching skill-Explaining, Questioning, Illustration and Stimulus Variation.
6) Home Science Laboratory Concept and importance Planning of Space and Equipment for Home Science Laborator y
UNIT-IV 7) Curriculum, Teaching Aids, Lesson Plan, Textbook and Home Science
Laboratory Development and Designing of C urriculum Teaching Aids-Classification and Importance Concept of lesson plan, Preparation of lesson plan Development of Text-Books
8) Evaluation Evaluation in Home Science-Meaning and Importance of Evaluation Comprehensive and Continuous Evaluation Evaluation Devices-Written, Oral, Observation, Practical Work, Assignment
Sessional Work
Submit Report on any one of the following activities: 1. A course of ten practical b y the Pupil-teacher in the following:
Cooking - Its types Stitching/Embroidery/knitting Home Management
2. Writing of project report in extension education. 3. Preparation of test items (50) - Objective type, short-answer type, and essay-type.
For Internal Assessment
One Test - 5 Marks
One Assignment - 5 Marks
Sessional Work -5 Marks
Attendance - 5 Marks
214
SUGGESTE D READING
Dass & Ray. (1983) Teaching of Home Science, New Delhi: Sterling Publishers Pvt. Ltd
Sheri, G. P. & Saran, D. P. (2008). Teachin g of Home Science, Delhi: Vinod Pustak
Mandir.
Sukhia, S. P. & Malhotra, P. V. (1976). Teaching of Home Science, Chandigarh: Haryana
Hindi Garanth Academy, Yadav, Seema. (2001). Teaching of Home Science, New Delhi:
Anmol Publications.
215
PAPER-VI & VII ( Group-B) Opt. (iii): TEACHING OF COMMERCE
Time: 3 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o develop understanding of Importance and Principles of Commerce o acquire knowledge of present Commerce conditions in India o acquire competencies necessary for a Commerce teaching o develop the competen cies of a Commerce teacher with the present needs of
the environment.
COURSE CONTENTS
UNIT-I Nature and Concept of Accountancy and Business Studies
o Meaning, Natur e and Scope of Accountancy and Business Studies o Values in Commerce Education. o Aims, Objectives and Importance of Teachin g Accountancy and
Business Studies. o Stating Objectives in Behavioural Terms ( Bloom‟s Taxonomy of
Objectives.)
UNIT -II
Content and their Pedagogical Analysis 1) Content
o Double entr y System o Final Accounts o MNCs o Organisation al Management
Note: Teacher will demonstrate pedagogical analysis of an y of the above topics. The students are expected to do pedagogical analysis of all the above topics. The examiner therefore can ask for pedagogical analysis of any one of the given topics.
216
2) Following points should be followed for pedagogical analysis: o Id entification of Concept o Listing Behavioral Outcomes o Listing Activities and Experiments. o Listing Evaluation Techniques.
UNIT -III
Development of Instructional Material o Development and Designing of Curriculum o Development of Text Book. o Development of Self- Instructional Material-Modules o Development/Utilization of Teaching aids- Models, Graphs, C harts,
Computers, Internet. o Development of lesson plan.
UNIT-IV
Methods of Teaching o Lecture Method o Discussion Method o Problem-Solving method o Project Method
Skills of Teaching o Skill of Introducing lesson o Skill of Stimulus Variation o Skill of Explaining o Skill of Probing Questions o Illustration with Examples
Evaluation oMeaning, Need and Importance o Types of Evaluation, their Advantages and Limitations oAchievement Test- Mean ing, Uses, and Preparation of Achievement
Test
SUGGESTED READINGS
Aggarwal J.C. (1993). Documents on Higher Education in India – 1781-1982. Delhi: Doaba House
Aggarwal, A.N. (1995). Business Methods & Machinery, Part I & II, Allahabad: Kitab Mahal
217
Segwalkar, P.C. & Sarlekar (2000). The Structure of Commerce, Allahabad: Kitab Mahal.
Jain. K.C. (1982). Vanijya Shikshan, Jaipur: Rajasthan Hindi Granth Academy.
Popham, Schrag & Blockhus (1975). A Teaching and Learning System for Business Education, New York: McGraw-Hill.
Satlow, I.D. (1964). Teaching of Business Subjects Effectively, New York: Prentice- Hall Inc.
Shan kar T. (2007). Methods of Teaching Commer ce, New Delhi: Crescent, VIII, ISBN No. 81-8342-063-X
Tonne, H.A., Popham, E.L. & Freeman, M.H. (1965). Methods of Teaching Business Subjects, New York: McGraw-Hill Book Company
UGC (1998). Report of the Curriculum Development Centre in Commerce. New Delhi: UGC
218
PAPER VI & VII (Gro up B) Opt (iv) TEACHING OF ARTS
M.M. 100 Time: 3 Hours (Theory:80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long- answer type questions will carr y 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil teachers would be able to-
o develop an understanding of the place of Art in Education of the child. o develop competencies and skills for teaching of Art. o develop an understanding and insight into the stages of „Art‟ development in
children at various age levels. o develop competen cies and skills of the methods and techniques, in teaching
of „Art‟ of different kinds. o develop competencies in evaluating some products of Art.
COURSE CONTENT
Unit I (i) Art and meaning of Visual Communication
(ii) Appreciation of Art (iii) Art in daily Life (iv) Art in Education
Unit II (i) Methods and Material of Art through the ages-encaustic, oil, tempera,
Fresco etc. (ii) Modern Art movements- Abstraction, Cubism, Expressionism, Realism,
Impressionism, Romanticism.
Unit III Methods of T eaching Art (i) Qualities of an Art Teacher and his role in Education (ii) How to prepare lesson notes for Art classes? (iii) How to prepare Art Syllabus for Art classes? (iv) How to teach Still life, Designs, Nature-Study and Painting-
Composition. (v) Class room Decoration
219
Unit IV (i) Stages of development in Children‟s Art (ii) How to teach Art in Primary, Middle, High and Higher Secondary
classes, the material req uired, amount of time necessary and the size of the class?
(iii) Relation of Art and Craft with other School subjects and the importance of Art and Craft Exhibitions in Education.
Sessional Work (a) Landscape from memory: Simple composition in connection with common
flowers, mountains, sky, huts, water, bridge, birds, animals and human figures in action in an y medium on a quarter sh eet of drawing paper.
(b) Decoration designs: Pictorial composition in water or tempera. (c) Still Life Drawing and Painting of Group of two or three simple objects in
any medium. (d) Poster: will include writing of Block and script Letters in
English/Hindi/Punjabi/Urdu with nibs or brush in ink or colour. (e) Collage making (f) Presentation of Art-Work
For Internal Assessment
One Test - 5 Marks
One Assignment - 5 Marks
Sessional Work -5 Marks
Attendance - 5 Marks
SUGGESTED READINGS
Abbate, F. (1972), Indian Art. London: Octopus Books.
Arya, Jaidev (1972), Kala ka Adhyapan. Agra: Laxmi Narayan Aggarwal.
Birdwood, G.C.M. (1988), Arts of India. Delhi: Rupa & Co.
Jeswani, K.K. (1965), Appreciation of Art, Delhi: Atma Ram and sons.
Jeswani, K.K. (1965), Art in Education, Delhi: Atma Ram and sons.
Jeswani, K.K. (1951), Teaching and Appreciation of Art in Schools, Delhi: Atma
Ram and sons.
Lal, Manohar (1974), Premier of Art, Allahabad: Ram Narayan Lal.
Singh, Chikralekha (2008), Kala Shikshan. Agra: Aggrwal Pub.
Sharma, Kusum (1997), Kala Shikshan. Agra: Vinod Pustak Mandir.
Srivastava, B.N. (1953) Chitrakala, Pathan tatha R ango ke Sidhanta. Ban aras: Nand
Kishore & Bros.
220
221
Group C) Option-(i): PAPER-VI & VII ( TEACHING OF LIFE SCIENCES
Time: 3.00 Hours Max. Marks: 100 (Theory: 80, Internal:20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil teachers would be able to-
o develop awareness about development in the area of teaching and learning of Life Science at the national and international level
o develop competen cies in the prospective teachers related to Life Science at the lower secondary level with specific reference to Indian School Conditions
o orient prospective teachers in specific educational aspects of Science e.g. general concept of Life Science, aims and objectives of Life Science, pedagogical analysis of contents in Life Science at the lower secondary level, transaction of contents, methods of teaching, evaluation etc.
o enable prospective teachers to be effective teachers in order to perfo rm the required role as a Life Science teacher under Indian School conditions
COURSE CONTENTS Unit-I
I. Importance, Aims and Objectives Importance of Life Science in School Curriculum. General Aims and Objectives of teachin g Life Science. Bloom's tax onomy of Educational Objectives. Formulation of specific objectives of Life Science in Behavioural terms.
II. Contents and Pedagogical Analysis (i) Contents
Photosynthesis Human systems- Digestive, Respiratory, Excretory, Circulatory systems. Cell structure. Micro-organism. Food Chain Ecological balan ce.
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(ii) Pedagogical analysis Following points should be followed for pedagogical analysis:
Identification of concepts. Listing behavioural outcomes Listing activities and experiments. Listing evaluation techniques.
Teacher will demonstrate pedagogical analysis of any one of the topics mentioned under contents above-II (i) The examiner therefore can ask for pedagogical analysis of any of the given topics.
Unit-II 1. Development of Instructional Material
Transaction of contents Unit Planning Lesson Planning Preparation of teaching aids. Development of aquarium, vivarium Development of self-instructional material (Linear programme)
Unit-III Methods of Teaching and Skills (Practical and Micro-teaching) 1. Methods of teaching
Lecture-demonstration method Project method Problem-solving method
2. Practical skills Preparation of tempo rary and permanent mounts Collection and preservation of specimen
3. Micro-teaching skills Skill of Introducing the lesson Skill of Questioning Skill of Illustration Skill of Ex plaining Skill of Stimulus variation
Unit-IV Evaluation
Concept of measurement and evaluation Formative evaluation Summative evaluation Different types of grading Attributes of a good achievement test Preparation of an objective type achievement test
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Suggested Readings Adams, (1964): Measurement and Evaluation in Education, Psycholog y and Guidance,
New York: Holt, Rinechart and Winston
Bloom, B.S. et al (1956) Taxonomy of Educational objectives: The cognitive domain,
New York:Longman‟s Green
Bremmer, Jean, (1967): Teaching Biology, Macmillan, London.
Chhikara, M.S.(1982): Teachin g of Biology (Life Science); Ludhiana, Praakash Brothers.
Green, T.C. (1967): The Teachin g and learning Biology, Allman & Sons, London.
Gupta, V.K. (1994) : Life Science Education Today, Arun Publishing Hou se Pvt.
Jangira, N.K. and Singh, Ajit (1983): Core Teaching Skills: The Micro Teaching
Approach, New Delhi: NCERT.
Kilpatrick, W.H. (1918): The Project Method, Columbia, Teachers College Record.
Mangal, S.K. (2005): Teaching of Life Sciences, New Delhi, Ar ya Book Depot.
Miller, David, F. (1963): Methods and Materials for Teaching the Biolo gical Science, Mc
Graw Hill, New York.
NCER T (1969): Improving Instru ctions in Biology, New Delhi.
Novak, J.D. (1970), The Improvement of Biology Teaching Modern Science Teaching,
New Delhi, Dhanpat Rai & Sons.
Nunn, Gordon (1951): Handbook for Science Teachers in Secondary Modern Schools,
John Murry, London.
Sharma, R.C. (1975): Modern Science Teaching, Dhanpat Rai & Sons, New Delhi.
Thurber, Walter (1964): Teaching of Science in Todays Secondary Schools, Prentice
Hall, New Delhi.
Vaidya, N. (1971): The Impact of Science Teaching, New Delhi; Oxford and IB+I
Publication.
Waston, N.S. (1967): Teaching Science Creativity in Secondary School, U.B. Saunders
Company, London.
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Group C) Option-(ii): PAPER-VI & VII ( TEACHING OF GEOGRAPHY
Time: 3.00 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
Objectives The students will be able to:
o understand the important concepts used in Geography. o prepare lesson plans fo r different classes. o critically evaluate existing school syllabus and text-books. o prepare/handle suitable teaching aids and use them effectively in the classroom. o prepare diagnostic achievement test, administer them, analyse the results for
providing feedback. o pedagogical analysis of contents in Geography.
COURSE CONTENT Unit-I
Concept, Objectives and Values Meaning, nature, scope of Geograph y. Values of teaching Geograph y. Aims of teaching Geography. Bloom's tax onomy of objectives. Formulation of specific objectives of Geography in Behavioural terms.
Unit-II Contents and their Pedagogical Analysis 1. C ontents
Latitudes & Longitudes Rotation & Revolution Agents of denudation Physical division of India Cash crops of India
2. Pedagogical analysis o f above units.
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Unit-III Development of Instructional Material
Development and designing of curriculum Development of tex t-books. Development of self instr uctional material Self Instructional Modules P.L. Material (Linear style) pack ages. Development utilizing instructional aids. Maps, Atlas, Globes, Charts, Graphs, Models, Film strips, Slides, utilization of T.V. Video OHP, Computer. Development of lesson plan. Designing geography laborator y.
Unit-IV Methods of Teaching & Skills involved in teaching 1. Methods of teaching
Story telling Lecture-cum-discussion. Observation Discovery Problem-solving Project Method Laboratory
2. Skill in teaching Explaining Questioning Illustrating with examples. Stimulus variation Skill of Map reading (using maps).
3. Evaluation Meaning and importance of evaluation confirmation & continuous evaluation. Evaluation devices-written, oral, practice Assignment, Daily working o f the student.
Suggested Readings Arora K.L. (1976) : The teaching of Geography Parakash Brothers, Jallandhar.
Broadman David (1985): New Directions in Geograph y Education, Fehur Press, London.
Philadiphla
Ch. orely, R.J. (1970) : Frontiers in Geo graphy Teaching Mathews and C o. Ltd. London.
Dhamija Neelam (1993) : Multimedia Approaches in Teaching Social Studies. Human
Publishing House, New Delhi.
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Graves, N.G. (1982) : New Source Books for Geography Teaching.
Longman, the UNESCO Press
Hall David (1976): Geography Teacher, Unwin Education Books, London.
Huckle, J. (1983) : Geographical Educational Reflection and Action
Oxford University Press, London.
Leong, Goh Chey (1976) : Certificate of Human and Physical Geography,
Oxford University Press, London.
Morrey, D.C. (1972) : Basic Geography. Hien Manns Education Books Ltd., London.
Mohd. Z.U. Alvi (1984) : UNESCO Tadress Jugrafia, Taraggui Urdu Board, New Source
Books of Teaching of Geography, UNESCO.
Verma, J.P. (1960) : Bhugol Adhyan, Vinod Pustak Mandir, Agra
Verma, O.P. (1984) : Geography Teachin g, Sterling Publication Ltd., New Delhi.
Walford, Rex (1981) : Signposts for Geo gr aphy Teaching , Longman, London.
UNESCO (1965) : Source Book for Geography Teaching, Longman, London.
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PAPER-VI & VII (Group C) Option-(iii) TEACHING OF ECONOMICS
Time: 3.00 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of th e four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil Teacher would be able to:
o develop understanding of Economic Principles for Growth and Development of the Indian Economy
o acquire knowledge of Present Economic Conditions in India o acquire desirable attitudes and to become effective instrument of Economic
Change o become an effective Citizen and good Consumer o acquire appropriate Professional Behaviour and to develop commitment to
leading profession. COURSE CONTENTS
Unit-I Meaning, Nature and Concept of Economics
Meaning, Nature and Scope of Economics Place of Economics in Secondary Schools Curriculum. Aims, Objectives and Values of Teaching Econo mics. Bloom's Taxonomy of Objectives. Statement of Objectives in Behavioural Terms.
Unit-II Contents and their Pedagogical Analysis
I. Content Wants and their C lassification Laws of Return Population -its Growth Pattern, Problems of over Population, Density of Population. National Income-Meaning, Methods of Measurement.
Note: Teacher will demonstrate pedagogical analysis of any o f the above topics. The students are expected to do pedagogical analysis of all the ab ove topics. The
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examiner therefore can ask for pedagogical analysis of any one of the given topics.
II. Following points should be followed for Pedagogical Analysis : o Identification of Concepts. o Listing Behavioural Outcomes. o Listing Activities and Experiments. o Listing Evaluation Techniques.
Unit-III Development of Instructional Material
Development and Designing of Curriculum Development of Text-Books. Development of Self- Instructional Material-Modules. Development/Utilization of Instructional Aids-Charts, Maps, Graphs, Tables, Models, Film Strips, T. V., Computer, Internet Development of Lesson Plan
Unit-IV 1. Methods of Teaching
Lecture Method Discussion Method Problem Solving Method Project Method
2. Skills of Teaching Skill of Ex plaining Skill of Probing Questions Skills of Stimulus Variation Skill of Illustration with Examples
3. Evaluation Meaning & Importance of Evaluation Evaluation Devices-Written, Oral, Observation, Records. Achievement Test- Meaning, Uses, and Preparation of Achievement Test
SUGGESTED READINGS
Arora, P.N. (1985). Evaluation in Economics. New Delhi: NCERT.
Kanwar, B.S. (1973). Teaching of Economics. Ludhiana: Prakash Brothers.
Lee N (Ed.). (1975). Teaching of Economics. Lon don: Heinemann Education Books.
Robinson, K. & Wulson, R(ed) (1977). Extending Economics within the Curriculum. London: Routledge and Kegan Paul.
Siddqi, M.H. (1993). Teaching of Economics. New Delhi: Ashish Publishing House.
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Dau ghterely, A.S. (1965). Methods of Basic Business and Economic Education. Cineinnati: South Western Publishing Co.
Lemsden, K.G. and Attiyeh, R. (1968). Recent Researches in Ecnomics Education . New York: Prentice Hall.
Olve J.M. (1973). The trends in economics. London: Heinmann Educational Books.
230
Group C) Option-(iv) PAPER-VI & VII ( TEACHING OF MUSIC
Time: 3 Hours Max. Marks: 100 (Theory : 80, Practical: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 1 6 marks. There will be 4 short-answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil Teachers would be able to:
o develop understanding of aims of teachin g of music o develop competencies and skills for teaching of music o develop understanding and awareness of the essential of music o develop understanding of the importance of evaluative procedures in music o promote among the student-teachers Aesthetic sense, Time sense, tolerance and
self-confidence COURSE CONTENTS
UNIT-I A brief history of Indian Music. Aims and objectives of Music as a subject in the School curriculum. Knowledge of Swaras-differences o f Swaras and Sruti: Division of Swaras in measures of Sruti.
UNIT-II Possibilities of notation for Indian Music II Voice-culture-information about Voice and C ulture and Earynx. Knowledge of Motion and Rythm.
UNIT -III Method of teaching Music. To prepare Lesson Plans. Qualities of Music Teacher-Gayak, Vadak and Avadyakar.
UNIT-IV Aids of the teaching of Music. Importance of Classical Music, Suggestions for the popularization of classical Music. Evaluation in Music.
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Sessional Work I. Every candidate should be able to sing a fast Khyal or play a rezakhoni Gat with Tanas
and Alaps or Jhala and Toras in each of the following Rages :
Bhupali, Bhairvi, Brindavani Sarag, Asawari, Bhimplashi, Malkauns, Kaffi.
Every candidate should be able to sing or play a slow Khyal (Vitambit Bara Khyal) or
Masti Khayal Gat in Asawan and Malkauns Rag.
2. The following Tals ar e required to be practised in Tha's and Dvigun
Laya on Table :
1. Teen Tal
2. Dadra
3. Jhaptal
4. Dharva
5. Ektal
3. Tuning of the instrumental for the instrument player and tuning of the Janpura for
vocal music students.
4. C andidate shall be able to read, write music notation either of Bhatkande or Vishnu Digamber Pulskar.
For Internal Assessment
One Test - 5 Marks
One Assignment - 5 Marks
Sessional Work -5 Marks
Attendance - 5 Marks
Suggested Readings
Elliott (2012), Fundamental of Music, New Delhi: Prentice Hall of India.
Khanna, Jyoti (2003), Teaching of Music, Ludhiana: Tondon Publications.
Leeder, J. A and Haynie, William S. (1958), Music Education in High School. Prentice
Hall of Inc. New Jersey
Myers, Louis K. (1953), Teachin g Children Music in Elementary Schools. New Jersey:
Prentice Hall of Inc. New York
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Rainbow, Bernerr (Gen.Ed.) (1968), Handboolk for Music Teachers.: Novelto and Co.
Ltd., London.
Shah Shobhna (2006), Sangeet Shikshan, Vinod Pustak Mandir, Agra
Wilson, M. Emett. (1951), How to Help your Child with Music, Henr y Schuman, New
Jersey
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Paper-VI & VII (Group C) Opt (v): TEACHING OF COMPUTER SCIENCE
Time: 3 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o explain the importance of Computer Science in School Curriculum. o define the aims and objectives of Teaching Computer Science. o explain Bloom‟s Taxonomy of Educational Objectives.
COURSE CONTENTS
UNIT-I 1) Importance, Aims and Objectives
Importance of Computer Science in School Curriculum. General Aims and Objectives of Teaching Computer Science Bloom‟s Taxonomy of Educational objectives Formulation of Specific Objectives in Behavioural Terms
2) (i) Contents & Pedagogical Analysis Computer System Operating System Net-Working M.S. Windows MS Office Information Technology & Computers.
(ii)Pedagogical Analysis Following points should be followed fo r Pedagogical Analysis:- o Identification of Concept o Enlisting Behavioural Outcomes. o Enlisting Activities and Experiments o Enlisting Evaluation Techniques
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Note: Teacher will demonstrate pedagogical analysis of any on e of the topics mentioned under contents above. The examiner, therefore, can ask the pedagogical analysis of any of the given topics.
UNIT-II 3) Instructional Planning
Unit Planning Lesson Planning
4) Development and Utilization of Instructional Material Development of Text Books Development of Self Instructional Material Development of Computer Assisted Instructional Material Utilization of TV(Video), Films, OHP, Computer.
UNIT -III 5) Designing and Managing Computer Laboratory
Importance of Computer Laboratory and its importance Physical conditions and layout of Computer Laboratory Managing a Computer Laboratory
6) Methods of Teaching Lecture -Demonstrative Method Inductive-Deductive Method Problem-Solving Method Project Method
UNIT-IV 7) Micro-Teaching Skills
Skill of Introducing the lesson Skill of Questioning Skill of Illustration with examples Skill of Explaining Skills of Stimulus Variations
8) Evaluation Concept, Need and Importance Types of Evaluation Attributes of Good Achievement Test Types of Tests used in Computer Science
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For Internal Assessment
One Test - 5 Marks
One Assignment - 5 Marks
Sessional Work -5 Marks
Attendance - 5 Marks
SUGGESTED READINGS
Burton, W. H. (1972). Principles of History Teaching, London: Methuen
Chaudhary, K. P. (1975). The Effective Teaching of History in India, New Delhi: NCER T
Cox, J. & Urban, P. (1999). Quick Courses in Microsoft Office, New Delhi: Galgotia Publications
Jain, Satish. (1990). Introduction to Computer Science and Basic Programming, New Delhi: Prentice Hall of India
Sax ena, S. (1998). A first Course in Computer, New Delhi: Vikas Publications
Sinha, P.K. (1990). Computer Fund amentals, New Delhi: BPB Publications
Tanenbaum, A.S. (1998). Computer Networks, New Delhi: Prentice-Hall of India
Intel (2003). Intel Innovation in Education, New Delhi: Student Work Book
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PAPER-VI & VII Group D (Option-i) TEACHING OF PHYSICAL SCIENCES
Time: 3 Hrs M. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to-
o develop awareness about developments in the area of teaching and learning of Physical Science at the n ational and international level
o develop competencies in the prospective teachers related to Ph ysical Science at the lower Secondary lev el with specific reference to Indian School Conditions
o orient prospective teachers in specific educational aspects of Science and Technology Education e.g. General Concept of Physical Science, aims and objectives of Physical Science, Pedagogical analysis of contents in Physical Science at the lower secondary level, Transaction of contents, methods of teaching, evaluation etc.
o enable prospective teachers to be effective teachers in order to perform the required role as a Physical Science teacher under Indian school conditions.
o develop scientific attitude among prospective teachers
COURSE CONTENTS UNIT-I
I. Concept 1. Importance of Physical Science in School Curriculum. 2. General Aims and Objectives of Teaching Physical Sciences at Secondary School
Stage. 3. Bloom's Tax onomy of Educational Objectives. 4. Formulation of Specific Objectives in Behavioural Terms.
II. Contents and Pedagogical Analysis. 1. C ontents
1. Energy-types 2. Transmission of heat 3. Atomic Structure 4. Magnetism
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5. Friction 6. Water as universal solvent
2. Pedagogical Analysis of an y one of the above topics Following points should be followed for pedagogical analysis :
1. Identification of minor and major concepts 2. Listing behavioural outcomes. 3. Listing activities and experiments. 4. Listing evaluation procedure.
UNIT-II III. Transaction of contents and Development of Instructional Material. 1. Transaction of contents
1. Unit planning and lesson planning 2. Preparation of teaching aids 3. Development of demonstration experiments. 4. Co-curricular activities.
2. Development of self-learning material (Lin ear programme) UNIT -III
IV. Methods of Teaching and Skills involved in teaching 1. Methods of teaching
1. Lec-Demonstration method 2. Project Method 3. Problem-solving method 4. Inductive and Deductive Method 5. Heuristic Method
2. Skills 1. Practical demonstration-using Laboratory 2. Improvisation of Ap paratus 3. Skill of Introducing the Lesson (set induction) 4. Questioning 5. Skill of Illustration with Examples (visual) 6. Skill of Ex plaining 7. Skill of using Black Board 8. Skill of Stimulus Variation
UNIT-IV V. Evaluation
1. C oncept-Measurement, Evaluation and Grading 2. Formative Evaluation 3. Summative Evaluation 4. Diagnostic Evaluation 5. C haracteristics of a Good test 6. Preparation of Achievement test-objective tests. 7. Types of Examination
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Suggested Readings
Anderson, R.D. (1970). Developing Children's Thinking Through Science. Prentice Hall, New Delhi. Carin, A.A. & Sund, R.D. (1976). Teaching Science Through Discover y. Merit, Harvard
project Physics, (1968) An Introduction to Physics (Vol -C). Hurd Deart, P. (1971). New Directions in Teaching School Science. Rand MeNally Co., Chicago. Kuthiro, (1970). Ph ysics Teacher Guide. Parker Publishing Co., New York. Lewis, J.L. (1971). Teaching of School Physics. Longman Group Let. London. Sharma R.C. (1981). Modern Science Teaching. Dhanpat Rai and Sons. Delhi Weber, (1965). Physics of Teachers: A Modern Review. MacGraw Hill, New York, Anderson R.D. (1970). Developing Children's thinking through Science. Prentice Hall New Delhi. Cartin, A.A. & Sund, R.D. (1972). Teaching Science Throu gh Discovery. Merill London. Gerrise, L. & Madsfield; D (1970). Chemistry by Ex periment and Understanding. New
York. Hurd Dilhurt, P. (1971). New Directions in Teach ing School Science. Rand MacMally
Co. Chicago. Murry John. 1970. Teaching of Science in Secondar y School. Association Science
Education NCERT. Position of science teachin g in india Schools. NCERT Strategies in
Science Education (RCE) Ajmer. Asimov, I. (1965). Guide to science. Vol - I, Pelicen Books. Bal Vigyanik (1981). Science Text Books for Middle School. M.P. Text book
Corporation, Romey, W.D. (1968). Inquiry Teachnique for Teaching of Science. Prentice Hall, New
Jersey
Walker, J (1977). The flying circus of Physics. John Wiley and Sons.
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Group D) Option-(ii): PAPER-VI & VII ( TEACHING OF CIVICS
Time: 3.00 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
Objectives Pupil Teachers would be able to-
o enable the student teacher to define, discriminate and analyse the concept of civics
o enable the student teacher to formulate aims and objectives of teaching o civics at various stages o f schooling o enable the student teacher to critically evaluate the existing schools syllabus of
civics and give app ropriate suggestions to improve it o enable the student teacher to understand and apply different methods and o techniques of teaching civics and give approp riate suggestions to improve it o enable him/her to understand the specific role and qualities of a civics teacher o enable the student teacher to write a review of text book of civics o enable the student teacher to prepare a good evaluation tool on a given topic o enable the student teacher to understand the fundamental rights and duties,
citizenship and other salient features of constitution of India
COURSE CONTENTS
Unit-I. Meaning and importance of civics and the place of civics in the school curriculum. Correlation with other social sciences. Aims and objectives of teaching civics. Citizenship, fundamental rights and duties and salient features of Indian constitution.
Unit-II Curriculum of civics at different levels. Principles of curriculum construction, preparing unit curriculum in civics. Methods of teaching civics project method, problem solving, socialized recitation, supervised study, Lecture. Lesson planning in civics, preparing a lesson plan on a given Unit/topic.
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Unit-III Audio -visual aids in the teaching of civics, preparing Audiovisual Aids in civics. Importance of civics text-book, qualities of a good tex t book.
Unit-IV Civics teacher and his qualities. Evaluation in civics tools and techniques. Preparing a good tool to evaluate some concepts in civics.
Suggested Readings
Dr. Iqbal Narayan. Principles of Civics, Shiv Lal & Co. Ltd. Agra- 3.
Dr. Iqbal Narayan. Our constitution & Civics Life (Shiv Lal and Co. Ltd. Agra -3).
Shyam Kishore Malvia. Administration in Free India and Civil Life Bal Bharti,
Allahabad.
Niramal Yadav, Teaching of Civics and Political Science, Anmol Publisher (2003)
Syed M.H., Modern Teaching of Civics/Political Science, Anmol Publication Pvt. Ltd.
(Dec.1, 2005)
241
Group D) Option-(III): PAPER-VI & VII ( TEACHING OF HISTORY
Time: 3.00 Hours Max. Marks: 100 (Theory: 80, Internal: 20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of th e four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES The students will be able to-
o understand the meaning, scope and importance of Histor y o develop skill and competence to translate general objectives into performance o describe the principles of curriculum construction in History and analysis content
pedagogically o demonstrate the different important methods of teaching History by selecting
appropriate learning contents o prepare lesson plan using specific methods of teaching Histor y o prepare appropriate tests for evaluation of some content in History o prepare a Write-up of the places of historical importance o use different aids in teaching of History
COURSE CONTENTS
Unit-I Meaning, nature & scope of History Place of History in secondary school curriculum Aims, objectives and values of teaching History. Bloom's Tax onomy of objectives.
Unit-II Contents and Pedagogical analysis.
Indus Valley Civilization. Aryans Mughal dynasty Modern India
Unit-III Development of Instructional Material
Development & Designing of curriculum in Histor y.
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Development of lesson plans for History Development of tex t-books. Development of self-learning modules. Development/utilization of instructional aids :-
o Charts o Maps o Graphs o Models o Film strips o T.V. o Computers
Unit-IV Methods & Skills of Teaching History 1. Methods
Source method Discussion method Dramatisation (Role Play) Teaching History through monuments (Field trips) Story telling method. Project Method
2. Skills Skill of narration Skill of probing question Skills stimulus variations.
3. Evaluation Meaning & Importance of evaluation Evaluation devices Written, oral, assignments
Suggested Readings Chaudhary, K.P. (1975) : The effective Teaching of History in India, NCERT, New
Delhi.
Dix it U. & Bughcla (1972) : Itihas Shikshan, Hindi Granth.
Academic, Jaipur, Ghate, V.D. (1956), Teaching of History (English & Hindi), Oxford
University Press, Bombay,
Hashmi, M.A. (1975),Tarikh Kaisey Parhhaen (Urdu) : Maktaba Jamia Ltd. New Delhi,
Khan, S.U. (1998) History Teaching -Problems,Prospective Prospect. Heer a. New Delhi,
Burton W.H. (1972) Principles of History Teaching, Methuen, London.
Gunnin, Dennis (1978) : The Teaching of History, Goom Helm Ltd. London .
Kochar, S.K. (1972): The Teaching of History, Sterling Publishers, Delhi.
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Lewis, E.M. 1960: Teaching History in Secondar y Schools, Sterling Publishers, Delhi- I.
Mujee, M. (1960): World History in Secondary Schools, Sterling Publishers, Delhi.
Shaida, B.D. & Singh, S. (1973): Teaching of History, Dhanpat Rai & Sons ,Jallandhar.
Tara Chand, A History of Indian People: P.C. Dwadesh & Co., Aligarh.
Weech. S.K.L. (1951): History of the World Odhas Press Ltd., London.
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Paper-VI & VII (Group D) Opt. (iv): TEACHING OF SOCIAL STUDIES
Time: 3 Hours Max. Marks: 100 (Theory: 80, Internal:20)
NOT E FOR PAPER SETTER i) Paper setters will set 9 questions in all, out of which students will be required to attempt 5 questions. ii) Q. No. 1 will be compulsory and will carry 16 marks. It will be comprised of 4 short- answer type questions of 4 marks each to be selected from the entire syllabus. iii) Two long-answer type questions will be set from each of the four units, out of which the students will be required to attempt one question from each unit. Long -answer type questions will carry 16 marks each. iv) All questions will carry equal marks.
OBJECTIVES Pupil-teachers would be able to:
o define the concept of Social Studies o explain different methods to teaching Social Studies o develop self-instructional material o explain the concept of evaluation and use evaluation method with
the students objectively as well as subjectively o explain use of teaching aids effectively in the class-room o develop lesson plan with the help of advanced technology o explain challengin g situations in the society
COURSE CONTENTS
UNIT-1 1) Concept, objectives and values:
Meaning, Scope, Importance and values of Teaching Social Studies. Aims and objectives of Teaching of Social Studies with special reference to present Indian School. Bloom‟s Taxonomy of objectives Writing objectives in behavioural terms with particular reference to
teaching of history/geography/civics. 2) Content & their Pedagogical Analysis (From Elementary to Secondary Level)
Histor y of Freedom Movement. Globe: General Information about Globe. Indian Constitution. Major issues facing Indian Economy, today.
UNIT-II 3) A) Methods and Skills of Teaching Social Studies(History/Geography/Civics):
Project Method Inductive and Deductive Method.
245
Assignment Method Source Method Story Telling Method Lecture Cum Discussion Method
B) Skills Skill of Narration Skill of Probing Question Skill of Stimulus Variation
4) Development utilization of Instructional Material Presentation of Lesson Plan with the help of Power Point. Development of Self- Instructional Modules excluding Programme Learning. Development of Self- Instructional Material. Bulletin Board, Maps, Scrap Books, Computer. Use of Community Reso urces. Designing of Social Science Lab.
UNIT -III 5) Development/Utilization of Instructional Aids-
Charts Maps Graphs Models Film strips T. V. Computers
6) Curriculum Development and Transaction
UNIT-IV
7) Text Book: Importan ce and Qualities of a good text book of Social Science i.e. Histor y/Geography and Civics
8) Evaluation Meaning, Importance and Objective of Evaluation. Evaluation Devices
o Oral test o Written Test o Practical test o Diagnostic testing and o Remedial Measures
Observation Rating Scale
Grading and Credit System
246
SUGGESTED READINGS
Burton, W. H. (1972). Principles of Histor y Teaching, London: Methuen
Chaudhary, K. P. (1975). The Effective Teaching of History in India, New Delhi: NCER T
Dhamija, N. (1993). Multimedia Approach es in Teaching Social Studies, New Delhi: Harman Publishing House
Dix it, U. & Bughela, I. (1972). Itihas Shikshan, Jaipur: Hindi Granth Academy
Ghate, V. D. (1956). Teaching of History (English& Hindi), Mumbai: Oxford University Press
Hashmi, M. A. A. (1975). Tarikh Kaisey Parhhaen(Urdu) . New Delhi: Maktaba Jamia Ltd.
Khan, S. U. (1998). History Teaching-Problems: Prospective and Prospect, New Delhi: Heera Publications
247
PAPER-VIII A: ICT ENABLED PRACTICAL/PROJECTS (To be evaluated by the External Examiner)
Time: 1.30 Hours Max. Marks: 50
Distribution of 50 Marks will be I. Sessional Work = 20 Marks II. Practical Work at the time of exam = 20 Marks III. Viva -voce = 10 Marks
Objectives Pupil-teachers would be able to-
demonstrate the use of ICT in Education. demonstrate the use o f MS Windows and MS Office demonstrate the use o f ICT and its integration in education. demonstrate the use of internet for teaching. use ICTs to develop digital portfolios in their teaching subjects use effectively the ICTs and the pedagogies associated with them
COURSE CONTENTS UNIT I
(ORIENTATION TO ICT) 1) MS WINDOWS
Basic concept of an Operating System and its functions. Introduction of Windows: Using Mouse and moving icons on the screen, My Computer, Recycle Bin, Task Bar, Start-menu and menu selection, running an application, Setting system date and time; Windows Explorer to view files, folders and directories, creating and renaming of files and folder, Opening and Closing of Windows, Minimize, Restore and Maximize forms of windows Basic components of a Window: Desktop, Frame, Title Bar, Menu Bar,
Status Bar, Scroll Bars (Horizontal and Vertical), Using right button of the Mouse, Creation Shortcut, Basic Windows Accessories: Notepad, Paint, Calculator, WordPad, using C lipboard
2) MS OFFICE MS WORD
Introduction to a Word Processor: Creating, Saving, Editing and Formatting a Document; Text Style (B. I.U. ), Font Type Size, Changing color, Alignment of text; Formatting paragraphs with line or paragraph spacing; Adding Headers and Footers Numbering pages, using grammar and spell check , utilities, using subscript and superscript, inserting Symbols, Print Preview, Printing a document.
248
Inserting Word Art, Clip Art and Pictures, Page Setting, Bullets and Numbering, Borders and Shading, Fo rmat Painter, Find and Replace, Inserting Tables.
MS POWER POINT Introduction to Presentation Graphics, Understanding the concept of Slide Shows,
Basic element of a slide, Different types of Slide Layouts, Creating and saving a Presentation, Different views of a slide:- Normal view, Slide Sorter view and Slide Show, Editing and Formatting a Slide:- Adding Titles, Subtitles, Text Background, Watermark, Header and Footers, Numbering Slides; Inserting Pictures from files, Animating pictures and Text with Sound Effects, Timing Tex t box, Pictures and Slides, Rehearse Timings, ungrouping and Grouping pictures from Clipart.
MS Excel Introduction to Spreadsheets, Concept of Worksheets and workbooks, Creating and Saving a worksheet, Working with a spreadsheet: entering numbers, text, date/time, series using Auto fill, Editing and formatting a worksheet including changing colour, size, font, alignment of text, Inserting of Deleting cells, rows and columns, Formula- Entering a formula in a cell, using operators (+, -,*.) (In formulae, Relative referencing, Absolute ref erencing and mixed referencin g, Printing a worksheet. Use Simple Statistical functions: SUM ( ), AVERAGE ( ), MAX ( ), MIN ( ), IF ( ), (without compound statements); inserting tables in worksheet, Embedding Charts of various types: Line, Pie, Scatter, Bar and Area in a worksheet.
UNIT-II (INTEGRATION OF ICT WITH SCHOOL TEACHING SUBJECTS)
3) MAKING SMALL PRESENTATIONS Basics of a presentation
o Difference between presentation and document o Using Power Point o Opening a Power Point Presentation
Creation of Presentation o Title o Text Creation o Fonts and Sizes o Bullets and indenting o Moving to Next Slide
Preparation of Slides o Selection of type of Slides o Importing text from word documents o Moving to Next Slide o The Slide Manger
Providing Aesthetics o Slide Designs
249
o Background and Text colors o Marking your own slide format o Footnotes and slide numbering
Slide Manipulation and Slide Show Presentation of the Slides o Using the Slide Show o Printing the Slides and Handouts o Slide Sorter o Title Sorter
UNIT III
4) INTRODUCTION TO MULTIMEDIA AND ITS APPLICATIONS Multimedia
o The Concept and Objectives o Hardware for Multimedia Computer
Components of Multimedia o Textual Information, Images and their types o Animation, Digital Audio, Digital Video
Software for Multimedia o Introduction to MS-Publisher o Introduction to Photo draw o Introduction to Front Page
5) INTERNET Concept/Definition Relationship with and Distance computer The Internet: the World-Wide Web, Ways of using the Internet in instruction: utilizing already available websites Basic modes of use of th e internet, e-mail, file exchange, discussion groups, live-conferencing (chat) and knowledge navigation Classification of the modes: searching for information and ex changing
250
NAVYUG COLLEGE FOR EDUCATION SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
SESSION 2014-15
Total Number of Teaching Days : 187
Total Number of Non-teaching Working Days* : 15
Total Number of Holidays : 29
Total Number of Sundays : 40
Date of Starting Academic Year : 08/09/2014
Date of Closing Academic Year : 15/06/2015
251
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
September, 2014
(1st to 30th)
SEPTEMBER
MON TUE WED THU FRI SAT SUN
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
Number of working days : 18
(8,9,10,11,12,13,15,16,17,18,19,20,22,24,26,27,29,30)
Number of Sundays : 3 (14,21,28)
Number of Holidays : 2
# 23rd September: Haryana Matrydom Day
# 25th Sepember: Maharaja Agarsen Jayanti
ACTIVITIES
8-9 September:- Introduction Day, Orientation Programme
10-11 September:- Talent Search Programme.
13th September:- Hindi Diwas Celebration.
16th September:- Poster making competition on ozone day
24th September:- Fresher’s Party.
252
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
October, 2014
(1st to 31st)
OCTOBER
MON TUE WED THU FRI SAT SUN
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
Number of working days : 18
(1,6,7,9,10,13,14,16,17,18,20,21,22,27,28,29,30,31)
Number of Sundays : 4 (5,12,19,26)
Number of Holidays : 9
# 2nd Oct:- Gandhi Jayanti
# 3rd Oct:- Dusherra
# 4th Oct:- Link Holiday
# 8th Oct:- Balmiki Jayanti
# 11th Oct:- Karwa Chauth
# 15th Oct:- State Election
# 23rd Oct:- Diwali
# 24th Oct:- Vishwkarma Day
# 25th Oct:- Bhaiya Dooj
ACTIVITIES
1st October:- Inter house debate competition on Gandhi Jayanti.
10th October:- Mehndi Competition
22nd October:- Rangoli and Diya Competition.
253
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
November, 2014
(1st to 30th)
NOVEMBER
MON TUE WED THU FRI SAT SUN
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
Number of working days : 23
(3,4,5,7,8,10,11,12,13,14,15,17,18,19,20,21,22,24,25,26,27,28,29)
Number of Sundays : 5 (2,9,16,23,30,)
Number of Holidays : 2
# 1st Nov:- Haryana Day
# 6th Nov:- Guru Nanak
BirthdayACTIVITIES
11th November:- Inter House Essay Writing Competition on Education Day.
14th November:- A visit to Koshish (an institution for Mentally Challenged Children)
20-25th November:- Micro Teaching
27th November:- Best out of Waste & Pot Decoration Competition.
254
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
December, 2014
(1st to 31st)
DECEMBER
MON TUE WED THU FRI SAT SUN
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
Number of working days : 25
(1,2,3,4,5,6,8,9,10,11,12,13,15,16,17,18,19,20,22,23,24,27,29,30,31)
Number of Sundays : 4(7,14,21,28)
Number of Holidays : 2
# 25th December:-Christmas
# 26th December:-Sahid Udham Singh B‟day
ACTIVITIES
1st December:- Poster Making Competition on Aids Day,
13 to 18th December:- Simulated Teaching.
20th December:- Inter house Competition (Cooking Without Fire)
22-23rd December:- Discussion Lesson- I
31st Decmeber:- New Year Celebration.
255
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
January, 2015
(1st to 31st)
JANUARY
WED WED WED THU FRI SAT SUN
1 2 3 4
7 7 7 8 9 10 11
14 14 14 15 16 17 18
21 21 21 22 23 24 25
26 27 28 29 30 31
Number of working days : 14
(13,15,16,17,19,20,21,22,23,27,28,29,30,31)
Number of Sundays : 2 (18,25)
Number of Holidays : 3
# 14th January:- Makar Sakranti # 24th January:- Sir Chotu Ram Jayanti &
Basant Panchami
# 26th January, 2011- Republic Day
ACTIVITIES
13th Jan:- Lohri Celebration
25th Jan:- Republic Day Celebration
25th to 29th Jan :- Practice Teaching in School
256
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
February, 2015
(1st to 28th)
FEBRUARY
MON TUE WED THU FRI SAT SUN
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28
Number of working days : 21
(2,4,5,6,7,9,10,11,12,13,16,18,19,20,21,23,24,25,26,27,28)
Number of Sundays : 4(1,8,15,22)
Number of Holidays : 3
# 3rd Feb:- Guru Ravidas Jayanti
# 14th Feb:-Maharishi Dayanand Jayanti
ACTIVITIES
2nd To 21 February:- Practice Teaching in School.
23rd to 24th February:- Sports Day.
257
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
March, 2015
(1st to 31st)
MARCH
MON TUE WED THU FRI SAT SUN
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
Number of working days : 23
(2,3,4,5,7,9,10,11,12,13,14,16,17,18,19,20,21,24,25,26,27,30,31)
Number of Sundays : 5 (1,8,15,22,29)
Number of Holidays : 3
# 6th March:- Holi
# 23rd March:- Shaheed Divas
ACTIVITIES # 28th March:- Ram Navami
7th March:- Extension Lecture on Woman‟s Day.
13th -20th March:- Internal Examination.
21st March:- World Forestry Day Celebration.
24th March:- Educational Trip To Red Fort & Akashardham.
258
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
April, 2015
(1st to 30th)
APRIL
MON TUE WED THU FRI SAT SUN
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
Number of working days : 23
(1,3,4,6,7,8,9,10,11,13,15,16,17,18,21,22,23,24,25,27,28,29,30)
Number of Sundays : 4(5,12,19,26)
Number of Holidays : 3
# 2nd April:- Mahavir Jayanti
# 14th April:-Vaisakhi &B.R Ambedkar Jayanti
# 20th April:- Lord Parshu Ram Jayanti
ACTIVITIES
7th April:- Extension Lecture by Dr. Yash Pal(Naturopathy) on World Health Day
15-16th April:- Discussion Lesson-II
18th April:- Face Painting Competition on World Heritage Day.
25th April:- Collage Making Competition on Earth Day.
259
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
May, 2015
(1st to 31st)
MAY
MON TUE WED THU FRI SAT SUN
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
Number of working days : 25
(1,2,4,5,6,7,8,9,11,12,13,14,15,16,18,19,21,22,23,25,26,27,28,29,30)
Number of Sundays : 5(3,10,17,24,31)
Number of Holidays : 1
# 20th May:- Maharana Pratap Jayanti
ACTIVITIES
9th May:- Inter house File Competition
13-14 May:- Discussion Lesson-III
23-30 May:- Pre-Annual Examination.
260
NAVYUG COLLEGE FOR EDUCATION
SONEPAT-131001 (HARYANA)
ACADEMIC DAYS OF B.ED STUDENTS (2014-15)
June, 2015(1st to30)
JUNE
MON TUE WED THU FRI SAT SUN
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
Number of working days : 22
(1,3,4,5,6,8,9,10,11,12,13,15)
Number of Sundays : 4(5, 12, 19, 26)
Number of Holidays : 1
# 2nd June:- Sant Kabir Jayanti
ACTIVITIES:
15th June:- Distribution of Admit Card.
261
Navyug College of Education, Sonepat Time-Table for B.Ed (Section A) Session (2014-15)
Time 9:00- 9:20 9:20 - 10:00 10:00 - 10:40 10:40 - 11:20 11:20 - 12:00
12:00 -
12:20 12: 20 - 1:00 1:00 - 1:40 1: 40 - 2:20 2:20- 3:00
Mon
Ass
embl
y
PAPER-I MR.Suresh
PAPER-II Sudhir Sahu
PAPER-V Mrs.Puja Bahl
PAPER-IV B Neetu
RE
CE
SS
PAPER- IIIB Mrs.Puja Bahl, Mr. Chandan
Jha
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
P.T.M Mr.
Suresh
Tue PAPER-I MR.Suresh
PAPER-II Sudhir Sahu
PAPER-V Mrs.Puja Bahl
PAPER-IV B Neetu
PAPER- IIIB Mrs.Puja Bahl, Mr. Chandan
Jha
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
Polio Drive Mrs.
Dipti
Wed PAPER-I MR.Suresh
PAPER-II Sudhir Sahu
PAPER-V Mrs.Puja Bahl
PAPER-IV B Neetu
PAPER- IIIB Mrs.Puja Bahl, Mr. Chandan
Jha
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
ICT Enabled Project
Mrs.Neetu
Thu PAPER-I MR.Suresh
PAPER-II Sudhir Sahu
PAPER-V Mrs.Puja Bahl
PAPER-III A Chandan Jha
PAPER-IV B Mrs.Dipti
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
Library
Fri PAPER-I MR.Suresh
PAPER-II Sudhir Sahu
PAPER-V Mrs.Puja Bahl
PAPER-III A Chandan Jha
PAPER-IV B Mrs.Dipti
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
COMP. TUTION
Sat PAPER-I MR.Suresh
PAPER-II Sudhir Sahu
PAPER-V Mrs.Puja Bahl
PAPER-III A Chandan Jha
PAPER-IV B Mrs.Dipti
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
COMP. TUTION
262
Navyug College of Education, Sonepat Time-Table for B.Ed (Section-B) Session (2014-15)
Time 9:00- 9:20 9:20 - 10:00 10:00 - 10:40 10:40 -
11:20 11:20 - 12:00 12:00
- 12:20
12: 20 - 1:00 1:00 - 1:40 1: 40 - 2:20 2:20- 3:00
Mon
Ass
embl
y
PAPER-I Mrs.Neetu
PAPER-II Mrs.Dipti
PAPER-V Mr. Suresh
Kumar
PAPER-IV B Mr.Chandan
Jha
RE
CE
SS
PAPER- IIIB Mrs.Puja Bahl, Mr. Chandan
Jha
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
Library
Tue PAPER-I Mrs.Neetu
PAPER-II Mrs.Dipti
PAPER-V Mr. Suresh
Kumar
PAPER-IV B Mr.Chandan
Jha
PAPER- IIIB Mrs.Puja Bahl, Mr. Chandan
Jha
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
Computer Tution
Wed PAPER-I Mrs.Neetu
PAPER-II Mrs.Dipti
PAPER-V Mr. Suresh
Kumar
PAPER-IV B Mr.Chandan
Jha
PAPER- IIIB Mrs.Puja Bahl, Mr. Chandan
Jha
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
S.U.P.W
Thu PAPER-I Mrs.Neetu
PAPER-II Mrs.Dipti
PAPER-V Mr. Suresh
Kumar
PAPER-III A Sudhir Sahu
PAPER-IV B Mrs.Neetu
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
P.T.M Sudhir Sahu
Fri PAPER-I Mrs.Neetu
PAPER-II Mrs.Dipti
PAPER-V Mr. Suresh
Kumar
PAPER-III A Sudhir Sahu
PAPER-IV B Mrs.Neetu
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
Polio Drive Mrs.Puja
Bahl
Sat PAPER-I Mrs.Neetu
PAPER-II Mrs.Dipti
PAPER-V Mr. Suresh
Kumar
PAPER-III A Sudhir Sahu
PAPER-IV B Mrs.Neetu
Teaching of Hindi/Eng./
Skt./P.S/ Eco./Comp Sc.
Teaching of S.S/ Comm./
Life Sc./Maths/H.Sc
ICT Enabled
Project Mr. Chandan
jha
263
University Result of the Previous Assessment Year 2012-13
No.
Total No. of Students
No. of Students
No. of Students
No. of Students No. of Students
appeared in exam
who got distinction
who got Ist Class
who got IInd Class
who failed in examination
1 96 6 88 2 Nil
University Result of the Previous Assessment Year 2013-14
No.
Total No. of Students
No. of Students
No. of Students
No. of Students No. of Students
appeared in exam
who got distinction
who got Ist Class
who got IInd Class
who failed in examination
1 96 5 85 6 Nil
264
Toppers in University Exams 2012-13
No. Name of Trainee Total Marks
Marks Obtained Percentage
1 Surabhi Gupta 1000 784 78.40%
2 Sarita Kumari 1000 777 77.70%
3 Jyoti Mittal 1000 767 76.70%
No. of Students who got Ist Division 94
Toppers in University Exams 2013-14
No. Name of Trainee Total Marks
Marks Obtained Percentage
1 Jyoti Bansal 1000 784 78.40%
2 Sonia Sharma 1000 765 76.50%
3 Pancham Goel 1000 762 76.20%
No. of Students who got Ist Division 85
265
266
COMPUTER LAB
267
ICT LAB
268
LANGUAGE LAB
269
LIBRARY
270
SCIENCE LAB
271
Pychology
LAB
ART & CRAFT ROOM
272
Curricular
Activities
273
CULTURAL ACTIVITY
274
DISCUSSION LESSON
275
MEHANDI COMPETITION
276
OZONE DAY CELEBRATION
277
RANGOLI
278
TEACHER’S DAY CELEBRATION
279
`
SPORTS MEET
280
281
YOUTH RED CROSS TRAINING CAMP
282
FRESHER PARTY
283
TREE PLANTATION
284
VISIT TO KOSHISH INSTITUTE
